Yearly Plan F2 2013 (2)

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Created by CDC SZA 10

0

YEARLY TEACHING PLANFORM 2

SCIENCE

SCIENCE PANEL OF SMKIS 2013

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TABLE OF CONTENTS

THEMES & LEARNING AREAS Page

THEME 1 : MANAGEMENT AND CONTINUITY OF LIFE Learning Area: 1. World through our senses 2-4

Learning Area: 2. Nutrition 4-6

THEME 2 : MAN AND THE VARIETY OF LIVING THINGS Learning Area: 1. Biodiversity 6

Learning Area: 2. Interdependene a!ong living organis!s and the environ!ent "-10

THEME 3 : MATTER IN NATURE Learning Area: 1. Water and #olution 10-1$ Learning Area: 2. Air %ressure 16-1"

THEME 4 : FORCE AND MOTION Learning Area: 1. &yna!is 1$-16

Learning Area: 2. #upport and 'ove!ent 1"

THEME 5 : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY Learning Area: 1. #ta(ility 1) Learning Area: 2. #i!ple 'ahine 1*

1

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THEME: MANAGEMENT AND CONTINUITY OF LIFELEARNING AREA: 1 THE !ORLD THROUGH OUR SENSES

Week &date

Chapters & Learning Outcomes Suggested Learning Activities

CCTS(Critical &

creativethinking skills)

SPS(Science

Process Skills)

ScientificAttitudes &

o!le "alues

otes

#st Sem$

1

2-4/1/13

C%APT' # T% WO'L T%'O*+% O*'SSS

LO# Sensory organsThe five senses, the sensory organs andthe stimuli.The pathway from stimulus to responseStimulusSensory organs

NervesBrainNervesResponse

Activity 1.1 textoo! v.1 "Relate daily activities # sensesthat involved$

%iscussion of what happens in our ody after a stimulus isdetected.

&haracterise

&orrelate

'isualising

(eneralise

)serving

*nferring

Being thankful toGod.

Being objective.

Being responsibleabout the safetyof oneself, others,and environment

2

7

11/1/13

LO, Sense of touch

The structure of the human s!in involvedin stimuli detection,The sensitivity of the s!in at differentparts of the ody towards stimuli.%iscuss the sensitivity of the s!in in dailylife

+sing models, charts, computer software and other

teaching aids.

&arry out activity to compare the sensitivity of differentparts of the ody towards touch

%iscussion of connection to the following situations such asreceiving an inection, using Braille

&haracterise

&orrelate

Analyse

&onclude

)serving

*nterpreting data

Realising thatscience is ameans tounderstandnature.

The structures of thereceptors are notre-uired.

2

7

11/1/13

LO- Sense of smell*dentify the structure of the nose,

*dentify the position of the sensory cellsin the detection of smell.

+sing models, charts, computer software and otherteaching aids.

&haracterise

&orrelate

'isualising

)serving

*nferringBeing responsibleabout the safetyof oneself, others,and environment

2

7

11/1/13

LO. Sense of taste.The different areas of the tongue thatrespond to different taste,Relate the sense of taste with the senseof smell.

&arry out activities to detect the different areas of thetongue that respond to different tastes.

&arry out activities to find how taste is related to smell.

&ompare #differentiate

&orrelate

&onclude

&lassify

*nferring

*nterpreting data

Being thankful toGod

2

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Week &date


CCTS(Critical &


SPS(Science

Process Skills)


o!le "alues

otes

#st Sem$

1

2-4/1/13






&haracterise

&orrelate

'isualising

(eneralise

)serving

*nferring


Being objective.


3

14

18/1/13

LO/ Sense of hearingThe structure of the human ear,The function of the different parts of the

ear,echanism of hearing.

&omputer simulation to illustrate the hearing mechanism.

%iscussion of the hearing mechanism.

&haracterise

'isualising

)serving Being responsibleabout the safetyof oneself, others,

and environment

3

14

18/1/13

LO0 Sense of sight.*dentify the structure of the human eye,/xplain the functions of different parts ofthe eye,%escrie how we see.

/xamine the cow0s eye or model of a human eye.

&ollect information on structure and function of each part ofthe eye.

%iscuss of sight mechanism

&haracterise

'isualising

)serving Being objective.


4

21/1

25/1/13

LO1 ight and sight.

%escrie the properties of light i.e.

Reflection, refraction.

State the various defects of vision,

2ays to correct vision defects,

The limitations of sight,

&arry out activities to study3a$ reflection of light #$ refraction of light etween two mediums of different

density.&ollect information aout the types of defects of vision andthe contriution4use of technology to rectify them.

&arry out activities to show what short sightedness andlong sightedness are and how to correct them.

'isualising


Analyse

&orrelate

%efiningoperationally

&lassifying

easuring andusing numers

*nferring

Being honest and

accurate inrecording andvalidating data.

Appreciating thecontriution ofscience andtechnology.

Relate the properties

of light to naturalphenomena and daily

usage.Angles of incidence,

reflection, refractionand normal are notre-uired.

Astigmatism, optical

illusions, lind5spot,monocular and

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Week &date


CCTS(Critical &


SPS(Science

Process Skills)


o!le "alues

otes

#st Sem$

1

2-4/1/13






&haracterise

&orrelate

'isualising

(eneralise

)serving

*nferring


Being objective.


Stereoscopic and monocular visions withthe survival of animals,

The appropriate device to overcome the

limitations of sight.

%iscuss what astigmatism is and the way to correct it.

&arry out activities to investigatea$ optical illusion,

$ lind5spot.

%iscuss the connection etween stereoscopic vision andmonocular vision with the survival of animals.

(ather information aout the device to overcome thelimitation of sight.

a!ing analogyy stating andgive examples

&ompare #contrast yconnecting

(enerate ideasy identifying


&ommunicating

Thin!ingrationally.

stereoscopic visionsshould e introduced.

icroscope,

magnifying glass,

telescope, inoculars,ultrasound scanningdevice, 65ray,periscope should eincluded.

5

28/1

1/2/13

LO2 Sound and hearing.

%escrie the properties of sound,The reflection and asorption of sound,/xplain the defects of hearing,

2ays of rectifying the defects in hearing,The limitations of hearing,The device used to overcome thelimitations of hearing,/xplain stereophonic hearing.

%iscuss the limitations of hearing and ways of improving it.

&arry out activities to investigate the need for stereophonichearing in determining the direction of sound.

&orrelate'isualising

Relating


7redicting

Appreciating thecontribution ofscience andtechnology.

Thinkingrationally.

.*ncluded devices suchas hearing aids andstethoscope.

5 LO3 The stimuli and responses in plan ts.The stimuli that cause response in plants,

&arry out experiments to investigate3a $ stimu li de tected y plants,

AnalyseSynthesi8ing

/xperimenting Being accurate inrecording data.

Responses in plantsshould include

4

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Week &date


CCTS(Critical &


SPS(Science

Process Skills)


o!le "alues

otes

#st Sem$

1

2-4/1/13






&haracterise

&orrelate

'isualising

(eneralise

)serving

*nferring


Being objective.


28/1

1/2/13

The parts of plants sensitive to specificstimulus,

Relate the response in plants to theirsurvival.

$ identify the parts of the plants sensitive tospecific stimulus.

%iscuss in what ways the response of plants towardsstimuli are important for their survival.

%ifferentiate&oncludeSe-uencing&haracterise

&orrelate

)serving

*nferring

Being systematic.

Having criticaland analyticalthinking.

phototropism,geotropism,hydrotropism, nasticmovement,thigmotropism.

LEARNING AREA: 2 NUTRITION

6

4 -8/2/13

C%APT',3*T'4T4O

LO# The classes of food.

/xplain through the classes of food,

State the function of each class of food,

Test for starch, glucose, protein andfats.

%iscuss the classes of food i.e. carohydrate, protein, fats,vitamins, minerals, fire and water and state their functions.

&arry out activities to test for starch "iodine solution$, glucose

"Benedict0s solution$, protein "illon0s reagent$ and fats"alcohol5emulsion test$.

&haracterise

&ompare #contrast

&orrelate'isualisinga!ing analogy

)serving

&lassifying


Realising thatscience istools tounderstandnature

Being kindhearted

)nly the maor vitamins 9 A,

B, &, %, / and : ; #minerals 9calcium, sodium,iron, iodine, phosphorusand potassium ; arere-uired .

'itamin B need not e

classified into B1, B< andso on.

*ntroduce alcohol5emulsion

test for fat.

$

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Week &date

Chapters & Learning Outcomes Suggested Learning ActivitiesCCTS

(Critical & creativethinking skills)

SPS(Science

Process Skills)

ScientificAttitudes & o!le

"aluesotes

6

4 -8/2/13

LO, The importance of a alanced diet.

eaning of a alanced diet is,

The factors that must e considered whenplanning a alanced diet,/xplain how the factors affect a alanceddiet,The -uantity of energy in each gram ofcarohydrate, protein and fats,/stimate the calories of food ta!en in ameal,

7lan a alanced diet.

%iscuss3a$ what a alanced diet is,$ the factors that determine a person0s

alanced diet3 age, si8e, sex, o, climate,state of health.

&ollect food wrappers that show calorific value offood and ma!e a list to show the calorific valuefor each type of food.

%iscuss to estimate the calories of food ta!en ina meal.

7lan a alanced diet for a day "rea!fast, lunchand dinner$.

&ompare # contrast&orrelate

Analyse(eneralise

&orrelate&ompare # contrast

&haracterise


&ommunicating

*nferring

)serving

Being cooperative.

Appreciating and

practising cleanand healthy living.

The unit of energy infood can e measuredeither in oules or

calories.

8

18

22/2/13

LO- The digestive system in man.

/xplain what digestion is, The parts of the digestive system,The flow of food particles in the alimentarycanal,The functions of the organs in thedigestive system,The process of digestion in the alimentarycanal,/nd products of digestion ofcarohydrate, protein and fats.

%iscuss that digestion is the rea!down of largefood molecules into smaller solule moleculesthat can e readily asored y the ody.

*dentify parts of the digestive system and theflow of food particles in the alimentary canalusing model4chart4&% R).

%iscuss the functions of the various organs inthe digestive system and the en8ymes found.

&arry out activities to show the action of the

en8yme in the saliva on starch.

&haracterise&ompare # contrasty identifying

Analyse'isualising


Se-uencing7rioritising

(eneralise

)serving


*nferring

&ommunicating

!ractising healthyliving.

Being objective.

Being cooperative.

/n8ymes should onlyinclude amylase,protease and lipase.

8

18

22/2/13

LO. The process of asorption of digested food.The process of asorption of the productsof digestion,The asorption of glucose through a'is!ing tue.

%iscuss the process of asorption of theproducts of digestion in the small intestine.

&arry out an experiment to show the asorptionof glucose through a 'is!ing tue.


Analysea!ing analogy

*nferring


Thinking rationally.

Being cooperative.

The structure of vilusis not re-uired. Needonly mention vilusincreases the surfacearea for asorption.

6

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Week &date



SPS(Science

Process Skills)


"aluesotes

9

25/2

1/3/13

LO/ The re5asorption of water and defecation.

2ater reasorption in the large intestine,%efecation,The prolem of defecation with eatinghaits.

%iscuss the reasorption of water y the largeintestine and the process of defecation.

%iscuss the importance of good eating haits toavoid constipation.


Analysea!ing analogy

*nferring


Thinking rationally.

Being cooperative

9

25/2

1/3/13

LO0 The haits of healthy eating.

The importance of eating nutritious food,7ractice good eating haits,The generous distriution of food to theunderprivileged 4 needy,

The dining culture of different peopleconforming to sensitivities and religiouseliefs.

7lan and carry out a healthy eating hait.

%iscuss the following topics 3a$ practicing good eating haits i.e. eating

nutritious food and eating in moderation,$ the generous distriution of food to the

underprivileged 4 needy,c$ cultural practices in dining conforming tosensitivities and religious eliefs.


Relating'isualising

*nferring

7redicting

Appreciating andpracticing cleanand healthy living.

Being kindheartedand caring.

THEME: MAN AND THE VARIETY OF LIVING THINGSLEARNING AREA: 1 BIODIVERSITY

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Week &date


CCTS(Critical &


SPS(Science

Process Skills)


o!le "alues

otes

10

25/2

1/3/13

10

4

8/3/13

C%APT' - 54O4"'S4T6

LO# The variety of living organisms and theirclassification.

/xplain the diversity of living organismsin a haitat,&lassify various animals ased oncommon characteristics,&lassify various plants ased oncommon characteristics,/xplain the importance of iodiversity tothe environment.

%iscuss the diversity in the general characteristics ofliving organisms.

&ollect and classify various plants and animals intoa system ased on common characteristics.a$ Animal3 *nverterate, verterate, mammal, fish,

ird, amphiian, reptile.$ 7lant3 =lowering plant, non5flowering plant,

monocotyledon, dicotyledon.c$ Build a concept map on living organisms ased

on the classification aove.

%iscuss the importance of maintaining the iologicaldiversity as one of the country0s natural heritage.

&orrelate&ompare #

contrast

&haracterise


(enerate ideasAnalyse(eneralise&onclude

*nferring

)serving

&lassifying

&ommunicating

Having aninterest and

curiosityto"ards theenvironment.

Beingsystematic.


.Basic concept on variety ofliving organisms has een

introduced in primary science.

/mphasi8e only on theclassification in the suggestedlearning activities.

alaysia is one of the twelvemega5iodiversity countries inthe world should ehighlighted

LEARNING AREA: 2 INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT

11

11

15/3/13

C%APT' . T% 4T'7PCA8O+ L4"4+ O'+A4S8S$

LO# The inter5dependence among livingorganisms

Species, population and community are,

>aitat and ecosystem

'arious haitats in one ecosystem,

The interdependence among livingorganisms and the environment tocreate a alanced ecosystem,

&arry out a field wor! to study species, haitat,population, community in an ecosystem.

&arry out a discussion on interdependence amongliving organisms and the environment to create aalanced ecosystem.

&haracterise

=orm mentalimageAnalyse

&orrelate yexplainingthroughexamples

)serving

&lassify

Having criticaland analyticalthinking

Realising thatscience is ameans tounderstandnature..

Appreciatingthe balance ofnature.

Basic concept of preypredator and competition haseen taught in primary school.

Refer all to local issues li!ethe crow prolem in :lang.

Basic concept of haitat haseen introduced in primaryschool.

%uring the field wor! theconcept of ecology will econstructed throughcontextual learning.

)

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Week &date


CCTS(Critical &


SPS(Science

Process Skills)


o!le "alues

otes

10

25/2

1/3/13

10

4

8/3/13

C%APT' - 54O4"'S4T6









&orrelate&ompare #

contrast

&haracterise



*nferring

)serving

&lassifying

&ommunicating



Beingsystematic.







11

11

15/3/13

LO, The interaction etween living organisms.

The types of interactions etweenliving organisms,

The interactions etween livingorganisms,

The importance of interactionetween living organisms and the

environment,

The advantages and disadvantagesof iological control in regulating thenumer of pest in certain areas.

&ollect and interpret data on the types ofinteractions as follows3a$ prey5predator,$ symiosis3 commensalism, mutualism and

parasitism e.g. remora and shar!, algae andfungi, tape worm and man,

c$ competition.

&onduct an activity to show the importance of theinteraction etween organisms and the environment.

%iscuss the advantages of iological control inregulating the numers of pests in certain areas.

&haracterise

&onclude yexplaining withexamples&ompile #differentiate

Analyse yustifying #

explainingthroughexamples

)serving

*nterpreting data

&lassifying

*nferring%efining

operationally

&ommunicating

Realising thatscience is ameans tounderstandnature.

*

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Week &date


CCTS(Critical &


SPS(Science

Process Skills)


o!le "alues

otes

10

25/2

1/3/13

10

4

8/3/13

C%APT' - 54O4"'S4T6









&orrelate&ompare #

contrast

&haracterise



*nferring

)serving

&lassifying

&ommunicating



Beingsystematic.







11

11

15/3/13

LO- The food we.

eanings of producers, consumersand decomposers&omination of a few food chains toconstruct a food we,.The producer, consumer anddecomposer in a food we,7yramid numer from a food chain,Relate the food we and the pyramid

numer to energy flow.7redict the conse-uences if a certaincomponent of living organisms in theecosystem is missing

&ollect and interpret data on the producer,consumer, decomposer and pyramid numer.

&onstruct a food we from a few food chains andidentify the producer, consumer and decomposer.

%iscuss the energy flow in the food weconstructed.

&onduct a game to show the effects of an increaseor decrease in the numer of organisms in apyramid numer. %iscuss the conse-uences if acomponent of living organisms in an ecosystem ismissing

&haracterise

&onclude yidentifying #constructing

'isualising&orrelate

(enerate ideas

Analyse(eneralise&onclude=orecasting

)serving

*nterpreting data

7redicting

&ommunicating

7redicting


Beingcooperative

Being honest

#.

=ood chain has een taught inprimary science

Refer to the crown of thornprolem in the coral reef in themarine par!

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Week &date


CCTS(Critical &


SPS(Science

Process Skills)


o!le "alues

otes

10

25/2

1/3/13

10

4

8/3/13

C%APT' - 54O4"'S4T6









&orrelate&ompare #

contrast

&haracterise



*nferring

)serving

&lassifying

&ommunicating



Beingsystematic.







12

18/3

22/3/13

LO. 7hotosynthesis.eaning of photosynthesis

The factors re-uired forphotosynthesis,

State the products of photosynthesis,

The variales that are re-uired forphotosynthesis,

The role of photosynthesis inmaintaining a alanced ecosystem

&arry out discussion on what photosynthesis is.

&arry out experiments to determine the factorsneeded for photosynthesis i.e. caron dioxide,water, light and chlorophyll.

%iscuss the importance of photosynthesis inmaintaining a alanced ecosystem.

%iscuss the caron and oxygen cycles.

&haracterise>ypothesising(enerate ideasAnalyse(eneralise&onclude

Synthesising

&orrelate

&ommunicating/xperimenting

>ypothesising

*nferring

Being honestand accurate inrecording andvalidating data.

Beingresponsible oftheenvironment.

Having criticaland analyticalthinking$

The caron and oxygen cycleshould e included.

CUTI PERTENGAHAN PENGGAL PERTAMA23 MAC 2013 31 MAC 2013

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Week &date


CCTS(Critical &


SPS(Science

Process Skills)


o!le "alues

otes

10

25/2

1/3/13

10

4

8/3/13

C%APT' - 54O4"'S4T6









&orrelate&ompare #

contrast

&haracterise



*nferring

)serving

&lassifying

&ommunicating



Beingsystematic.







13

1

5/4/13

LO/ The importance of conservation andpreservation of living organisms.

/xplain what conservation andpreservation are,

/xplain the steps ta!en to preserveand conserve living organisms,

?ustify the importance of conservation

and preservation of living organisms,

Support activities organised y variousparties to preserve and conserve theliving organisms.

&ollect and interpret data on the conservation andpreservation of living organisms.

&arry out a field wor! in a natural forest reserve"wetlands, highland forest or tropical rain forest$ oran animal sanctuary to study the conservation andpreservation of living organisms.

%iscussion on how the improvement in science andtechnology helps in the conservation and

preservation of living organisms.

Run a campaign to stress on the importance ofconservation and preservation 4 &arry out a role playinvolving the parties concerned in solving prolemsrelated to the conservation and preservation of livingorganisms.

&onclude

&ompare #contrast



*nterpreting data

*nferring

&ommunicating

&ommunicating

Beingcooperative.

Appreciatingthe balance ofnature.


The role of man inconservation and preservationhas een highlighted inprimary school.

=orest is also home to someindigenous people should eincluded.

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Week &date


CCTS(Critical &


SPS(Science

Process Skills)


o!le "alues

otes

10

25/2

1/3/13

10

4

8/3/13

C%APT' - 54O4"'S4T6









&orrelate&ompare #

contrast

&haracterise



*nferring

)serving

&lassifying

&ommunicating



Beingsystematic.







14

8

12/4/13

LO0 The role of man in maintaining thealance in nature.

The effects of human activities on thealance in nature,

>ow man solve prolems related toenvironment,

>uman need a stale, productive andalanced ecosystem.

&arry out a rainstorming session to discuss theenvironmental issues affecting the alance in natureand how to solve it.

&arry out a discussion to ustify that man needsstale and productive ecosystem to ascertain aharmonious life.

&orrelateAnalyse

(enerate ideas"ustify$

*nferring

&ommunicating

Beingrespectful and"ellmannered.

Being fle$ibleand openminded.

%aring to try.

/xample of environmental*ssues3 (loal climate change,haitat destruction, speciesextinction, air, soil and waterpollution, loss of wetlands,solid waste management,deforestation, land overuse,over fishing, toxin in theenvironment.

1+

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THEME: MATTER IN NATURELEARNING AREA: 1 !ATER AND SOLUTION

Week &date


CCTS(Critical &

creativethinkingskills)

SPS(ScienceProcessSkills)


"alues

otes

15

16

19/4/13

C%APT' / WAT' & SOL*T4O

LO# The physical characteristics of water.

State the meaning of the free8ing point ofwater,The meaning of the oiling point of water,

The physical characteristics of water,/xplain through example the effects ofimpurities on the physical characteristics ofwater.

&arry out activities to determine the following3a$ the free8ing point of water,$ the oiling point of water.

&arry out an activity to oserve the effects ofimpurities on the physical characteristics of water.

&haracterise

&orrelate

&onclude

)serving


*nterpretingdata

Being honest andaccurate in

recording andvalidating data

The !inetic Theoryshould e introduced.

Relate the free8ing andoiling point of water tothe !inetic Theory.

16

22

26/4/13

LO, The composition of water.

%etermine the composition of water,

Test the presence of hydrogen and oxygen.

&arry out an electrolysis to determine the ratio ofhydrogen to oxygen in a molecule of water.

&haracterise

Analyse

'isualising

)serving

*nferring


Having critical and

analytical thinking

The ionic theory on

electrolysis is notneeded.+nderstand ng thathydrogen is dischargeat the cathode andoxygen at the anode isade-uate. The ratio ofgases is re-uired.

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Week &date


CCTS(Critical &




"alues

otes

17

29/4

3/5/13

LO- The process of evaporation of water.

eaning of evaporation

/xamples the factors that affect the rate ofevaporation of water with reference to the!inetic theory,&ompare and contrast etween evaporationand oiling,

The application of the evaporation of water indaily life.

&arry out experiments to study the factors affectingthe rate of evaporation of water i.e. humidity, thetemperature of the surrounding, surface area and themovement of air.

%iscuss the factors affecting the rate of evaporationin relation to the !inetic theory.

%iscuss the similarities and differences etweenevaporation and oiling.

(ather information on evaporation process and itsapplication in daily life i.e. drying of clothes,preservation of agricultural products and processingof food.

&haracterise

&ompare #contrast

(enerateideasAnalyse(eneralise&onclude

&orrelate&ompile #differentiate

)serving


/xperimenting*nterpretingdata%efiningoperationallySpacing5timerelationship

*nferring

&lassifying

Being honest andaccurate inrecording andvalidating data

Appreciating thebalance of nature

18

6

10/5/13

19

13/5

17/5/13

LO. Solution and soluility.

eanings of solute, solvent and solution

&ontrast and compare etween dilute

solution, concentrated and saturatedsolution,

/xplain what suspension is,

/xplain what soluility is,

%iscuss the differences etween solute, solvent andsolution.

&arry out activities to prepare a dilute solution, aconcentrated solution and a saturated solution.

%iscuss the similarities and differences etweendilute solution, concentrated solution and saturatedsolution.

&arry out activities to illustrate the differencesetween a solution and a suspension.

&haracterise

&ompare,&ompile ,

differentiate #contrast

'isualising

&orrelate

)serving

&lassifying


*nferring

Having critical andanalytical thinking

Appreciating thecontribution of

science andtechnology

%aring to try

Being honest andaccurate inrecording and

*ntroduce insolulesediments are !nown asresidue.

1$

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Week &date


CCTS(Critical &




"alues

otes

20

20/5-

24/5

/xplain the factors affecting the soluility of

solutes in water,

/xplain the importance of water as auniversal solvent in life,

(ive examples on the uses of organicsolvents in our everyday life.

&arry out experiments to determine the factorsaffecting the soluility of a solute.

a$ Nature of solvent,$ Nature of solute,c$ Temperature.

&arry out experiment to determine the factorsaffecting the rate of dissolving3a$ temperature,$ rate of stirring,c$ si8e of solute particle.

%iscuss the importance of water as a universalsolvent in life.

(ather information on the application of organicsolvents in daily life.

&ompare #

contrast(enerateideasAnalyseSynthesising(eneralise&onclude=orecasting

&ommunicating

/xperimenting

Spacing5timerelationship

validating data.

CUTI PERTENGAHAN TAHUN25 MEI 2013 9 JUN 2013

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Week &date


CCTS(Critical &




"alues

otes

21

10

14/6/13

LO/ Acid and al!ali.

*dentify the properties of acid, identify theproperties of al!ali,

State that acid and al!ali only show theirproperties in the presence of water,

/xplain through examples the definition ofacid and al!ali,

*dentify the sustances which are acidic oral!aline in everyday life,

State the uses of acid and al!ali in daily life,

/xplain the meaning of neutralisation,

2rite an e-uation in words to descrie theneutralisation process,

/xplain through examples the uses ofneutrali8ation in daily life.

&arry out activities to study3

a$ the properties of acid in terms of p> value,taste, corrosive nature, effect on litmus paper,reaction with metals such as magnesium and8inc,

$ the characteristics of al!ali in terms of p> value,taste, corrosive nature, effect on litmus paper,

c$ carry out a discussion to define acid and al!alioperationally.

&arry out activities to determine the acidic andal!aline sustances in daily life.

(ather information on the usage of acid and al!ali in

everyday life such as in agriculture and industry.

%iscuss on the meaning of neutralisation.

&arry out an activity to show neutralisation using thehydrochloric acid and sodium hydroxide of the sameconcentration.

%iscuss the application of neutrali8ation in daily lifee.g. using shampoo and conditioner and, insect ite.

&haracterise

&ompile #differentiate

&orrelatea!inganalogy

&ompare #contrast(enerateideas

AnalyseSynthesising(eneralise&onclude=orecasting

)serving

&lassifying

*nterpretingdata


&ommunicating

Appreciating thecontribution ofscience andtechnology


Appreciating thebalance of nature

&aution3

&hemicals in thelaboratory should notbe tasted.'se only dilute acid anddilute alkali.

%o not use active metalsuch as potassium andsodium in the reaction"ith acid.

22

17

21/6/13

LO0 The methods of water purification.

ist the natural sources of water,

State the reasons for water purification,

%escrie the various types of waterpurification,

a!e a visit to a water purification site.

Brainstorming on the following3

natural resources of water,

the reasons for water purification.

%iscuss the various types of water purification suchas filtration, oiling, chlorination and distillation.

(enerateideasAnalyse

(eneralise&onclude

&ommunicating


&lassifying

Appreciating andpracticing cleanand healthy living

Appreciating thecontribution ofscience andtechnology

The latest developmentin water purificationse.g. ultraviolet treatmentcan e discussed.

1"

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Week &date


CCTS(Critical &




"alues

otes

&ompare the strengths and wea!nesses ofthe various types of water purification.

&arry out activities to study the various types of waterpurification such as filtration, oiling and distillation.

7upils present their findings to discuss the strengthsand wea!nesses of the various types of waterpurification.



22

17

21/6/13

LO1 The water supply system.

%escrie how the water supply systemwor!s,

/xplain ways to save water.

a!e a visit to a water processing plant to study thewater supply system and stages involved in waterpurification.

%iscuss the ways to save water. %o a proect on howmuch water the average household uses.


(eneralise&onclude

&ommunicating

*nterpretingdata

Having an interestand curiosityto"ards theenvironment.

22

17/6

21/6/13

LO2 The preservation of water -uality.

(ive examples of water pollutants,

/xplain the effect of water pollution on livingthings,

/xplain ways to control water pollution,

/xplain ways to preserve water and its-uality.

&ollect and interpret data on types of water pollutantswhich include3a$ industrial waste such as chemical and

radioactive residues,$ domestic waste such as garage and sewage,c$ chemicals from the agricultural activities such as

fertilisers and pesticides,d$ siltation caused y constructions and

deforestation,e$ accidental spillage from tan!ers.

&onduct discussion on the effect of water pollution on

living things.

(enerate ideas on ways to control water pollution.

%iscuss ways to conserve and preserve water and its-uality. Run a campaign on @ove )ur Rivers0.


&haracterise

&onclude


(eneralise

&oncludeRelating'isualising

&lassifying

)serving

*nterpretingdata

&ommunicating*nferring

7redicting

Being objective


Appreciating andpracticing cleanand healthy living.

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THEME: MATTER IN NATURELEARNING AREA: 2 AIR PRESSURE

Week &date



SPS(Science

Process Skills)


"aluesotes

23

24

28/6/13

C%APT' 0 A4' P'S*'

LO# Air pressure.

/xplain the existence of air pressurewith reference to the :inetic Theory,

/xplain the factors affecting air pressure.

&arry out an activity to discuss the !inetic theoryof gases.

&arry out an activity to show that air exertspressure.

&arry out activities to show the factors affectingair pressure, i.e. volume and temperature.

&haracterise

Analyse

'isualising

(enerate ideas(eneralise&onclude

)serving

*nferring


&ommunicating

Realising thatscience is a meanto understandnature.


23

24

28/6/13

LO, The principle of air pressure in daily life.

/xplain with examples things that usethe principle of air pressure,

(enerate ideas to solve prolems usingthe principle of air pressure,

Relate the safety measures ta!en whenusing gas under high pressure.

&ollect and interpret data on appliances that usethe principle of air pressure.

(ather information and discuss the application ofair pressure in syringe, siphon, spraying pumpand drin!ing straw.

%iscuss ways of using the principle of airpressure to solve daily prolems such asloc!age in sin!s and pouring condensed mil!from a can.

Teachers can design some activities.

(ather information on how a gas tan!containing gas under high pressure wor!s.

%iscuss the safety precautions ta!en when usinggas under high pressure.

&haracterise

&onclude

(enerate ideasAnalyse

(eneralise&onclude&orrelate

)serving

*nterpreting data

&ommunicating

*nferring

Appreciating thecontribution ofscience andTechnology.

Having critical andanalytical thinking.

Being cooperative.

&aution3

%o not place tan!containing gas underhigh pressure nearheat.

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Week &date



SPS(Science

Process Skills)


"aluesotes

PENTAKSIRAN PUSAT24 - 27

THEME: FORCE AND MOTIONLEARNING AREA: 1 DYNAMICS

Week &date



SPS(Science

Process Skills)

Scientific Attitudes& o!le "alues

otes

28

29/7

2/8/13

28

29/7

2/8/13

C%APT' 1 6A84CS

LO# =orce.State that a force is a push or a pull,

/xplain the effects of forces,

/xplain the various types of forces.

&arry out activities to show pushing and pullingare forces.

&arry out activities to show the effects of force"changes in shape, position, speed anddirection$.

&arry out activities to show different types offorces "frictional, gravitational, electrostatic andmagnetic force$.

&haracterise

'isualising

Se-uencing

&ompile #differentiate(enerate ideasAnalyseSynthesising(eneralise

)serving


+sing time space5

relationship

&lassifying

&ommunicating

Rational andobjective inthinking.

Being cooperative


29

5

6/8/13

LO, The measurement of force.

State the unit of force.

7rinciple of a spring alance wor!s.

The magnitude of force.

%iscuss the unit of force and the principle of aspring alance.

&arry out activity to measure the magnitude offorce.

&haracterise

&orrelate

&onclude

)serving


*nterpreting data

Being honest andaccurate inrecording andvalidating data.

Being systematic.

30

19

LO- Application of frictional force.

/xplain with example the existence of%iscuss with examples to show the existence offrictional force.

&haracterise

&orrelate

)serving

easuring and

Appreciating thecontribution ofscience and

*gnore staticfrictional force

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Week &date



SPS(Science

Process Skills)


otes

23/8/13 frictional force,State the direction and the magnitude offrictional force,&arry out an experiment to show how

different types of surfaces affectsfrictional force,/xplain the advantages anddisadvantages of friction,/xplain ways to increase friction./xplain ways to reduce friction,/xplain with examples the application offriction in daily life.

&arry out activities to identify the direction offrictional force and measure the magnitude ofthe force.

&arry out an experiment to show how differenttypes of surfaces affect the magnitude offrictional force.

(ather information and discuss the advantagesand disadvantages of friction.

&arry out activities on ways toa$ increase friction,$ reduce friction.

%iscuss the application of increasing and

decreasing friction in our daily life.

&onclude

'isualising

&ompile #differentiate(enerate ideasAnalyseSynthesising&onclude(eneralise

using numers

*nterpreting data


/xperimenting

&ommunicating

technology.

Having critical and

analytical thinking.

Being cooperative.

31

26

30/8/13

LO. Application of wor!./xplain with examples how wor! is done,

State the unit for wor!,

&alculate the wor! done.

%iscuss with examples to show wor! done whenan oect is moved y a force.

&arry out activities to determine the wor! doney using32or! "?$ =orce "N$ 6

%istance "m$

&ompile #differentiate&orrelate(enerate ideasAnalyseSynthesising&onclude(eneralise

&ommunicating


*nterpreting data

Being cooperative.


31

26

30/8/13

LO/ Application of power.

State the meaning of power,

State the unit for power,

&arry out activities to determine power y using37ower "2$ 2or! "?$ Time "s$

'isualising

&orrelate



Being honest andaccurate inrecording andvalidating data.

Being systematic.

21

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Week &date



SPS(Science

Process Skills)


otes

&alculate power on the wor! done. &onclude *nterpreting data

32

2

6/9/13

LO0 The importance of force in life.%escrie life if force does not exist. &reate an activity to show how life would e

without force, e.g. in a poster, a s!etch or s!it.

&haracterise(enerate ideasAnalyseSynthesising(eneralise

)serving

&ommunicating


THEME: FORCE AND MOTIONLEARNING AREA: 2 SUPPPORT AND MOVEMENT

Week &date



SPS(Science

Process Skills)


"aluesotes

33

9

13/9/13

C%APT' 2 S*PPO'T & 8O"8T

LO# The support system in animals./xplain the various support systems inverterates and inverterates,

&ompare and contrast the supportsystem etween land and a-uaticverterates,

&ompare and contrast the supportsystem etween land and a-uaticinverterates.

(ather information and discuss the varioussupport systems ina$ land and a-uatic verterates,$ land and a-uatic inverterates.

.

&haracterise

'isualising


)serving


&lassifying

(nterest andin)uisitive.

Realising thatscience is ameans tounderstand nature.

=or inverteratesintroduce exos!eletonendos!eleton,hydrostatic s!eleton

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Week &date



SPS(Science

Process Skills)


"aluesotes

33

9 -

13/9/13

LO, The support system in plants.

/xplain the various support systems in

plants, in woody and non5woody plants&lassify plants ased on their supportsystems.

&arry out activities to study the various supportsystems in plants.

&arry out activities to classify plants ased ontheir support systems.

&haracterise

'isualising


)serving

%efining

operationally

&lassifying

(nterest andin)uisitive.


=eatures that helpnon5woody plantsinclude tendrils,

thorns, air sacs ina-uatic plants.

34

17

20/9/13

LO- Appreciating the support system in livingthings.

?ustify the important of the supportsystem to living things

%iscuss issues i.e.3a$ inaility of whales to move ac! to the sea

after eing washed to shore,$ a crippled person using crutches for

support.


'isualising

&ommunicating



THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETYLEARNING AREA: 1 STABILITY

Week &date



SPS(Science

Process Skills)


"aluesotes

35

23

27/9/13

CDCE4F GH41E41C

C%APT' 3 STA54L4T6

LO# =actors affecting the staility

%etermine the point of e-uilirium inregular and irregular shapes,

Relate the point of e-uilirium as thecentre of gravity of oects,

Relate the centre of gravity to the stailityof oects.

&arry out activities to find the point ofe-uilirium in regular and irregular shapes.

&arry out an experiment to find out how thecentre of gravity affects the staility of an oecty manipulating thea$ height,$ ase area.

%iscuss the relationship etween the centre ofgravity to staility.

&haracterise

&orrelate


'isualising

)serving

*nferring

&lassifying


Being cooperative.


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Week &date



SPS(Science

Process Skills)


"aluesotes

37

7

11/10/13

LO, Appreciating the importance of staility.

2ays to improve the staility of oectsaround them,

/xplain with examples the application ofstaility in life.

&arry out a rain storming session on ways toimprove staility.

&arry out activities li!e proects or games touild models y applying the concept of staility.

&haracterise&orrelate ysuggesting


'isualising

)serving*nferring

&ommunicating


Appreciating thecontribution ofscience and

technology.

THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETYLEARNING AREA: 2 SIMPLE MACHINE

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Week &date



SPS(Science Process

Skills)


"aluesotes

38

14

18/10/13

39

21

25/10/13

C%APT' #9 S48PL 8AC%4

LO# evers.

ist things around them that usethe principle of the lever,

State what a lever can do,

*dentify load, force and fulcrum inthe lever,

&lassify levers,

/xplain what is meant y themoment of a force,

Solve prolems related to levers.

%iscuss that the lever enales us to3

a$ change a small force into a ig force,$ change a small movement into a large movement,c$ state that the moment of force force 6

perpendicular distance from pivot to force.

a!e an oservation to identify the load, force andfulcrum then classify them into first, second and thirdclass levers.

&arry out an activity to show the relationship etweenmoment and the product of force and distance.

Solving prolems related to levers using the following

formulae3oad "N$ 6 distance of the load from fulcrum "m$ =orce "N$ 6 distance of the force from the fulcrum "m$

&haracterise

&orrelate

a!ing analogy

(enerate ideasAnalyse(eneralise&onclude&ompile #differentiate

&orrelate

)serving

*nferring


&ommunicating

&lassifying

easuring andusing numers.

Ability to thinkcritically andanalytically.

2hen we open thedoor or use awrench to loosen anut, we are applyinga force that causes aturning effect toaccomplish thedesired tas!. Theturning effect iscalled the moment of

a force.

40-41

28/10

8/11/13

LO, Appreciating the innovative efforts inthe design of machine to simplifywor!.

%esign or improvise a deviceusing the principle of a lever.

&arry out a proect to uild a device using the principlesof a lever.

&haracterise

&orrelate(enerate ideasAnalyse(eneralise&onclude

)serving


&ommunicating


42

Kema!"#" $a"% &e'"(a)" &e%a*a' a"# +"#,!a+a# 2 2013.

2$

Documents

Yearly Plan F2 2013 (2)