Yearly Plan for Science Form 1 130212231126 Phpapp01

7/27/2019 Yearly Plan for Science Form 1 130212231126 Phpapp01

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SEKOLAH MENENGAH KEBANGSAAN BUKIT GUNTONG

Subject : Science

Form : 1

WEEK LEARNING

AREA

LEARNING

OBJECTIVE

LEARNING OUTCOME SUGGESTED LEARNING

ACTIVITIES

T & L

APPROACH/TSTS

SCIENTIFIC

ATTITUDES & NOBLE

VALUES

Topic 1 : INTRODUCTION TO SCIENCE

1-2 Science is a

part of

everyday life

Understanding

that science is

part of

everyday life.

A student is able to:

1.1 List what he sees around him

that is related to science,

1.2 Explain the importance of

science in everyday life.

1.3 Name some careers in science

such as:

i. science teachers,

ii. doctors,

1) Describe examples of natural

phenomena that students see

around them:

i. growth of human from a baby to

an adult,

ii. fall of a ball to the ground,

iii. melting of ice.

2) Discuss the uses and benefits of

science in everyday life.

3) Attend talks on careers in science

Science, Technology

& Society

relating

comparing and

contrasting

analysing

visualising

Realising that

science is a means

to understand

nature

Having an interest

and curiosity

towords the

environment

3 The stepsinvolved in a

scienctific

investigation

Understandingthe steps in

scientific

investigation


2. 1 State the steps in scientific

investigation/experiment,.

2.2 Carry out a scientific

investigation.

1) Carry out a scientificinveswtigation/experiment, e.g.

‘To find out what affect the

number of times the pendulum

swings back and forth

(oscillations) during a given

time.’

Inquiry-discovery Relating

Analysing

Appreciating thecontribution of

science and

technology

Being honest and

accurate in

recording and

validating data

4 Physical

quantities and

their units

Knowing

physical

quantities and

their units


3.1 State physical quantities:

length, mass, time, temperature

and electric current.3.2 State SI units and their

corresponding symbols.

3.3 State symbol and values of

prefixes for the units eg: mili-,

centi- and kilo-.

1) Discuss the physical quantities,

their units, the value of their

prefixes and their symbols.

i. Identify physical quantities

(length, mass, time, temperatureand electric current), their values

and units found on product

descriptions.

ii. Find words with the prefixes used

in measurements such as kilo-,

centi-, and milli-

Mastery Learning

Attributing

Analysing

Relating

Grouping andclassifying

Evaluating

Appreciating the

contribution of

science and

technology

Systematic

5 Measuring

Tools

Understanding

the use of

measuring

tools


4.1 Choose the right tool to

measure length.

4.2 Estimate area of regular and

1) Measure the length of straight

lines, curves and the diameter of

objects using rulers, thread and

calipers.

2) Estimate area of regular and

Inquiry-discovery

Contextual Learning

Analising

Generating ideas

Appreciating the

contribution of

science and

technology

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irregular shapes using graph

paper.

4.3 Choose the right tool to

measure the volume of liquid.

4.4 Determine the volume of solids

using water displacement

method.

4.5 Choose the right tool tomeasure the temperature of a

liquid and body temperature.

irregular shapes using graph

paper.

3) Measure volume of liquids using

measuring cylinder, pipette and

burette.

4) Determine the volume of regular

and irregular solids using the

water displacement method.5) Measure the body temperature

and the temperature of water.

Being honest and

accurate in

recording and

validating data

Systematic

6-7 Measuring

Tools

Understanding

the concept of

mass


5.1 Determine the weight of an

object,

5.2 Explain the concept of weight,

5.3 Explain the concept of mass,

5.4 Determine the mass of an

object,

5.5 Explain the difference between

mass and weight,5.6 Apply the use of spring and

beam/lever balance in the

context of an experiment..

1) Find the weight of different

objects using a spring balance.

2) Discuss weight as the pull of the

earth (gravitational force) on an

object.

3) Discuss mass as quantity of

matter.

4) Find the mass of different objects

using beam/lever balace or lever

balance.5) Discuss the difference between

mass and weight.

Inquiry-discovery

Contextual Learning

Analising

Generating ideas

Appreciating the

contribution of

science and

technology

Being honest and

accurate in

recording and

validating data

Systematic

8 Measuring

Tools

Realising the

importance of

standard units

in sveryday

life

A student s able to:

6.1 Give example of problems that

may arise if standard units are not

used.

1) Discuss the various units of

measurements, e.g. nits for length

(feet, yard, chain, mile, meter,

kilometer), units for

weight(pound, ounce, kati, tahil,

gram, kilogram)

2) Act out a scene to show the

problem caused by not usingstandard units e.g. buying things

at the market.

Mastery Learning

Making inference

Analysing

Relating

Making conclusion

Appreciating the

contribution of

science and

technology

Having a critical

and analytical

thinking.

Topic 2 : MAN AND THE VARIETY OF LIVING THINGS

9 Cell as a Unit

of Life

Understanding

cells

LEARNING

OUTCOME

7.8 State the

similarities


7.1 Identify that cell is that the

basic unit of living things.

7.2 Prepare slids following the

proper procedurs.

7.3 Use a microscope properly,

7.4 Identify the general structures

1) Gather information on living

organism and identify the

smallest living unit that makes up

the organism.

2) Prepare slides of cheek cells and

onion cells.

3) Study the general structure of

Mastery Learning

Attributing

Classifying

Comparing and

contasting

Realising that

science is a means

to understand

nature

Being thankful to

God

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and

differences

of animal cell and a plant cell,

7.5 Draw the general structural of

an animal cell and plant cell

cheek cells and onion cells under

a microscope, using the correct

procedure.

10 Unicellular

and

multicellular

organisms

Understanding

unicellular and

multicellular

organisms


3.1 State the meaning of

unicellular organisms and

multicellular organism,3.2 Give examples of unicellular

organisms and multicellular

organisms.

1) Gather information about


multicellular organisms.

2) 2. Provide students with pictures

cards, name cards, ‘unicellular’and ‘multicellular’ cards.

Students use reference materials

and /or information to match the

three cards for each organism.

3) 3. Observe examples of


multicellular organisms under a

microscope.

Mastery Learning

Attributing

Classifying

Comparing and

contasting

Realising that

science is a means

to understand

nature

Being thankful toGod

Being diligent and

persevering

Being fair and just

1Sst MID-TERM BREAK

12 Cell

organisatian in

the human body

Understanding

that cells form

tissues, organsand system in

the human

body.


9.1 Name the different types of human cells,

9.2 State the functions of different

types of human cells,

1) Gather information and discuss

the following:

a) Types of human cells, b) Functions of different types

of human cells.

2) Use a graphic organizer

Mastery Learning

Relating

Attributing Comparing and

contrasting

Classifying

Realising that

science is a means

to understandnature

Being thankful to

God

13 Human are

complex

organism

Realising that

humans are

complex

organisms


11.1 Explain why human beings

are complex organisms.

1) Discuss why human beings are

complex organisms.

Mastery Learning

Relating

Analyzing

Realising that

science is a means

to understand

nature

Being thankful to

God

Topic 3 :MATTER IN NATURE

14 Matter Understanding

matter


12.1State that things have mass and

occupy space,

12.2Explain what matter is, relate

things and matter

1) Activity inquiry

The basic characteristic of matter

Inquiry-discovery

Relating

Making conclusion

Realising thatscience is a means

to understand

nature

Being objective

15 The state of

matter

Understanding

the state of

matter


13.1State that matter is made up of

particles.

13.2State the three states of matter,

13.3State the arrangement of

particles in the three states of

matter,

1) Gather information and discuss

what matter is made up of, the

three states of matter, and

compare the three states of

matter.

2) The arrangement and movement

of particles in a solid, a liquid and

Mastery Learning

Making analogies

Inquiry-discovery

Visualising

Predicting

Realising that

science is a means

to understand

nature

Having a critical

and analytical

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gas. thinking.

17-18 Density Understanding

density


3) Define density,

4) Explain why some objects

and liquids float,

5) Solve simple problems

related to density.

6) Activity inquiry

Density of an object.

Density of a liquid.

Inquiry-discovery

Visualising

Predicting

Attributing

Comparing and

contrasting Problem solving

Being honest and

accurate in

recording and

validating data.

Systematic

Having a criticaland analytical

thinking.

18

Application of

properties of

matter

Knowing the

application of

properties of

matter


7) Describe how man uses

the different states of

matter,

8) Describe how man applies

the concept of density.

9) Floating and sinking of

objects

10) Relationship between

density and flotation

Contextual Learning

relating

comparing and

contrasting

generating ideas.

Realising that

science is a means

to understand

nature

Being thankful to

God

TOPIC 4: THE VARIETY OF RESOURCES ON EARTH

19-20

The various

resources onearth

Knowing the

differentresources on

earth


1) List the resources on earthneeded to sustain life,

2) List the resources on earth used

in everyday life.

Gather information about the

resources on earth, i.e. water, air, soil,minerals. Fossil fuels and living

things

Mastery Learning

Comparing andcontrasting

Relating

Grouping and

classifying

Having an interest

and curiositytoward the

environment

Being thankful to

God

Appreciating the

balance of nature

21 PEPERIKSAAN PERTENGAHAN TAHUN/OTI1

22 - 23 CUTI PERTENGAHAN TAHUN / CUTI TERANCANG

24 Elements,

compounds

and mixtures

Understanding

elements,

compounds

and mixtures


1) State what elements,

compounds and mixtures are,

2) Give examples of elements,compounds and mixtures,

3) State the differences between

elements, compounds and

mixtures,

4) Carry out activities to compare

the properties of different

metal and non metal,

5) Classify element as metals and

non-metals based on their

characteristics,

1.Gather information and discuss:

a) what elements, compounds and

mixtures are,

b) what metals and non-metals are,c) examples of elements,

compounds, mixtures, metals and

non-metals.

2.Compare and contrast the

properties of elements, compounds

and mixtures.

3.Carry out activaties to compare the

properties of metals in terms of

appearance, hardness, conductivity of

heat and conductivity of electricity.

Mastery Learning

Attributing

Comparing and

contrasting Grouping and

classifying

Making

generalizations

Inquiry-discovery

Comparing and

contrasting

Attributing

Relating

Having a critical and

analytical thinking

Having an interest and

curiosity toward theenvironment

Being responsible for

the safety of oneself,

others and the

environment

Realising that science

is a means to

understand nature

Being fair and just

Being confident and

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6) Give examples of metals and

non-metals.

7) Carry out activities to separate

the components of a mixture.

4.Carry out activities to separate the

components of mixtures e.g.

a) mixture of iron filings and sulpher

powder,

b) mixture of sand and salt.

Synthesising

Making inferences

Generating ideas

Predicting

analysing

independent

25 The

importance of

the variety of earth’s

resources to

man

Appreciating

the importance

of the varietyof earth’s

resources to

man


1) Explain the importance of

variety of earth’s resources toman,

2) State the meaning of the

preservation and conservation

of resources on earth,

3) State the importance of the

preservation and conservation

of resources on earth,

1) Discuss the importance of earth’s

resources (water, air, soil,

minerals, fossil fuels and livingthings) to man.

2) Draw a concept map to show the

relationship between these

resources to the basic needs of

life.

3) Gather information on the

preservation and conservation of

resources on earh.

Mastery Learning

Relating

Evaluating

Prioritizing


curiosity toward the

environment


is a means to

understand nature

Being thankful to God

Thinking rationally

Topic 5 :THE AIR AROUND US

26 The

composition of

air

5.1 Understa

nding

what air

is made

up of.


1) State what air is made up of,

2) Explain why air is a

mixture,state the average

percentage of nitrogen, oxygen

and carbon dioxide in air,

3) Carry out activities to show:

i.the percentage of oxygen in air,

ii. that air contains water vapour,

microorganisms and dust.

Gather information on:

a) The composition of air,

b) The percentage of nitrogen,

oxygen and carbon dioxide in air.

Carry out activities to show:

a) The percentage of oxygen in air,

b) that air contains water vapour,

microorganisms and dust.

Mastery Learning

attributing

comparing and

contrasting

relating

Inquiry-discovery

analyzing

attributing

making

inferences



environment


is a means to

understand nature

Being thankful to God

Being fair and just

Thinking rationally

Being confident and

independent

27 The properties

of oxygen and

carbon dioxide

Understanding

the properties

of oxygen andcarbon dioxide


1) List the properties of oxygen

and carbon dioxide,2) Identify oxygen and carbon

dioxide based on its properties,

3) Choose a suitable test for

oxygen and carbon dioxide

Gather information on the properties

of oxygen and carbon dioxide.

Carry out activities to show the properties of oxygen and carbon

dioxide in the following aspects:

a) Solubility in water

b) Reaction with sodium hydroxide

c) The effect on: glowing and

burning wooden splinter, litmus

paper, lime water, bicarbonate

indicator.

Mastery Learning

attributing

comparing andcontrasting

relating

Inquiry-discovery

relating

making

inferences

evaluating



environment Realising that science

is a means to

understand nature



others and the

environment

Thinking rationally

Being confident and

independent

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Being objective

28 Oxygen is

needed for

respiration

Understanding

oxygen is

needed in

respiration


1) State that energy, carbon

dioxide and water vapour are

the products of respiration,

2) Relate that living things uses

oxygen and give out carbon

doxide during respiration,3) Compare and contrast the

content of oxygen in inhaled

and exhaled air in human,

Gather information and discuss

respiration.

Carry out an experiment to show that

during respiration, living things

a) Use oxygen

b) Give out carbon dioxide

c) Inhaled and exhaled air

Mastery Learning

attributing

relating

Inquiry-discovery

relating

making inferences

predicting

comparing and

contrasting

contextual learning


analytical thinking


is a means to

understand nature

Thinking rationally

Being confident andindependent

Being objective

29 Oxygen is

needed for

combustion

Understanding

that oxygen is

needed for

combustion

(burning)


1) State what combustion is,

2) State that oxygen is needed for

combustion,

3) List the products of

combustion,

4) Carry out experiments to

investigate combustion

Gather information and discuss

combustion.

1) Carry out an experiment to:

a) Show that oxygen is needed for

combustion,

b) Invertigate the effect of the size

of a container on the length of

time a candle burns,

2) Carry out activity to test for the

products of combustion of

charcoal such as carbon dioxide

and water.

Mastery Learning

attributing

relating

Inquiry-discovery

attributing

analyzing predicting

making inferences

evaluating

synthesizing

analysing


analytical thinking


is a means to

understand nature

Thinking rationally

Being confident andindependent

Being fair and just



others and the

environment

30 The effects of

air pollution

Analyzing the

effects of air

pollution


1) Explain what air pollution is,

2) List examples of air pollutants,

3) List the sources of air

pollutants4) Describe the effects of air

pollutants

Gather information and discuss:

1) What air pollution is,

2) Examples of air pollutants.

3) The sources of air pollutants,

4) The effects of air pollution onman and the environment,

5) The steps needed to control air

pollution.

Inquiry-discovery Realising that science

is a means to

understand nature

Thinking rationally

Being cooperative

Being confident and

independent

31 The

importance of

keeping the air

clean

Realising the

importance of

keeping the air

clean


1) Describe how life would be

without clean air,

2) Suggest ways to keep the air

clean,

3) Practise habits that keep the air

clean.

Gather information and discuss:

1) how life would be without clean

air,

2) ways to keep the air clean,

3) habits that keep the air clean.

Carry out activity to show the

pollutants in cigarette smoke.

Mastery Learning

relating

evaluating

comporing and

contrasting

predicting

Inquiry-discovery



environment

Appreciating and

practicing clean and

healthy living


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relating

predicting

general ideas

is a means to

understand nature

Thinking rationally

Topic 3 : SOURCES OF ENERGY

32 The various

forms and

sources of

energy

Understanding

various forms

and sources of

energy


1) List various forms of energy,

2) List various sources of energy,

3) Identify energy changes,4) Identify the sun as the primary

souce of energy,

5) Carry out an activity to

investigate energy change from

potential to kinetic energy and

vice versa.

Gather information about the various

forms and sources of energy and

energy changes.

Discuss the sun as the primarysources of energy.

Carry out activity to see the energy

change:

1) From potential to kinetic energy

for example a ball rolling down

an inclined slope,

2) From kenitic to potential energy

Mastery Learning

attributing

relating

grouping and

classifying

Inquiry-discovery

relating

analysing

making inferences



environment

Being thankful toAllah


is a means to

understand nature

Thinking rationally

Being confident and

independent

33 Renewable

and non-

renewable

energy sources

Understanding

renewable and

non-renewable

energy sources


1) Define renewable and non-

renewable sources sources of

energy,

2) Group the various sources of

energy into renewable and non-

renewable

3) Explain why we need to

conserve energy

4) Suggest ways to use energy

efficiently.

Gather information and discuss the

meaning of renewable and non-

renewable energy souces.

Carry out a project on:

1) Renewable and non-renewable

energy sources,

2) The uses of solar energy,

3) The ways to increase efficient

use of energy.

Contextual learning

Mastery Learning

Inquiry-discovery

Relating

Grouping and

classifying

Comparing and

contrasting

making

conclusions


is a means to

understand nature


Thinking rationally

Being cooperative

Being confident and

independent

34 CUTI PERTENGAHAN PENGGAL / CUTI TERANCANG

35 The

importance of

conserving

energy sources

Realizing the

importance of

conserving

energy sources


1) Describe the importance of

conserving energy sources,

2) Explain the use andmanagement of energy sources.

Discuss the importance of conserving

energy sources.

Discuss the use and management of energy sources.

Mastery Learning

Relating

Grouping and

classifying Comparing and

contrasting

evaluating



environment


36 Heat Understanding

heat as a form

of energy


1) State that the sun gives out

heat,

2) State other sources of heat,

3) State that heat is a form of

energy,

4) Give examples of the uses of

Carry out activities to show:

1) The sun gives out heat,

2) Ways to produce heat,

3) Heat and temperature are not the

same,


is a means to

understand nature

Being thankful to

Allah

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heat,

5) State the meaning of

temperature,

6) State the difference between

haet and temperature.

37 Heat Understanding

heat flow and

its effect


1) State that heat causes solids,

liquid and gases to expand andcontract,

2) State that heat flows in three

different ways (conduction,

convention and radiation),

3) State that heat flows from from

hot to cold,

4) Give examples of heat flow in

natural phenomena,

Carry out activities to show that heat

cause solids, liquid and gases to

expand and contract.(ball and ring,mercury in thermometer and air in

round-bottomed flask)

Carry out activities to show how heat

flows by conduction, convention and

radiation,



environment Realising that science

is a means to

understand nature

Being thankful to

Allah

38 The effect of

heat on matter

Analyzing the

effect of heat

on matter


1) State the change in state of

matter in physical processes,

2) Explain that change in state of matter involves absorbtion and

release of heat,

3) Give examples of daily

observations which show a

change in state of matter.

Carry out activities to show the

change in state of matter in physical

processes.

Discuss:

1) The effects of heat on the state of

matter

2) Examples of daily observation

which shows a change in state of

matter.

Mastery Learning

Relating

Comparing and

contrasting Making inferences

Analyzing

Inquiry-discovery

Analyzing

Attributing



environment

Realising that scienceis a means to

understand nature

Being thankful to

Allah

Thinking rationally

Being confident and

independent

39 Heat Applying the

principles of

expansion and

contraction of

matter


1) Explain with examples the uses

of expansion and contraction of

matter in daily life.

2) Apply principle of expansion

and contraction of matter in

solving simple problems.

Discuss the uses of expansion and

contraction of matter in the

following:

1) Mercury in a thermometer,

2) The bimetallic strip in a fire

alarm,

3) Gaps in railwy track,

4) Rollers in steel bridges.

Discuss the uses of the principle of

expansion and contraction of matter

to solve simple problems.

Mastery Learning

Relating

Analyzing

Comparing andcontrasting

evaluating



environment


is a means to

understand nature

Being thankful to

Allah

Thinking rationally

40 Absorption

and radiation

of heat

Understanding

hat dark, dull

objects absorp


1) State that dark, dull objects

absorp heat better rthan white,

Carry out experiments to show that:

1) dark, dull objects absorp heat

better rthan white, shiny objects,

Inquiry-discovery

relating

Analyzing


is a means to

understand nature

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and give out

heat better

shiny objects,

2) State that dark, dull objects

give out heat better than white,

shiny objects,

Carry out experiment to investigate

heat absorption and heat release.

2) dark, dull objects give out heat

better than white, shiny objects, Making inferences

Inquiry-discovery

relating

attributing

Analysing

Thinking rationally

Being confident and

independent

41 The benefit of

heat flow

Appreciating

the benefit of heat flow


Put into practice the principle of heat low to provide comfortable

living.

Discuss and put into practice

activities such as opening of windowsin the classroom or laboratory to

improve air circulation.

Mastery Learning

Relating Making inferences

Analyzing


is a means tounderstand nature

Being thankful to

Allah

Thinking rationally

42 - 43 PEPERIKSAAN AKHIR TAHUN

44 - 46 AKTIVITI SELEPAS PEPERIKSAAN AKHIR TAHUN

39-41 KEM / LATIH TUBI INTENSIF

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Documents

Yearly Plan for Science Form 1 130212231126 Phpapp01