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YEARLY PLAN FOR SCIENCE FORM 2 2011
WEEK
LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES1
(03-07)Jan
1.1Understanding thesensory organs
and their functions
Carry out activities to make connection beteen the five senses! the sensoryorgans and the stimu"i.
#iscuss hat ha$$ens in our body after
a stimu"us is detected.
student is ab"e to%• identify and re"ate a sensory organ
to its stimu"us!
• state the $athay from stimu"us to
res$onse%&timu"us! &ensory organs!
'erves! rain! 'erves! es$onse
*he five sensoryorgans have beenintroduced in
+rimary &cience
brain , otak nerve , saraf res$onse , gerakbalas
stimu"i , rangsangan
sensory organ , organ
deria
1.
Understanding thesense of touch
Carry out activities to study the
fo""oing%a) structure of the human skin invo"ved
in stimu"i detection!
b) sensitivity of the skin at different
$arts of the body toards stimu"i.
#iscuss the sensitivity of the skin in
connection to the fo""oing situations%
a) receiving an inection! b) using rai""e.
/ student is ab"e to%
• identify the structure of the human
skin invo"ved in stimu"i
detection!• state the function of different
rece$tors , $ressure! heat! $ain!
• dra conc"usion on the sensitivity
of the skin at different $arts of the
body toards stimu"i
*he structures of
the rece$tors arenot reuired.
co"d – kesejukan
heat , kepanasan $ain , kesakitan
$ressure – tekanan
rece$tor , hujung
saraf sensitivity , kepekaan
skin , kulit
touch – sentuhan
1
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WEEK
LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES
(10-1)Jan
1.3Understanding the
sense of sme"".
#iscuss the structure of the nose and the $osition of the sensory ce""s using
mode"s! charts! com$uter softare and
other teaching aids.
/ student is ab"e to%
• identify the structure of the nose!
• identify the $osition of the sensory
ce""s in the detection of sme"".
nose , hidung sensory ce""s , sel
deria
1.
Understanding the
sense of taste.
Carry out activities to detect the
different areas of the tongue that
res$ond to different tastes.
Carry out activities to find ho taste is
re"ated to sme"".
/ student is ab"e to%
• identify the different areas of the
tongue that res$ond to different
taste!
• re"ate the sense of taste ith the
sense of sme"".
bitter , pahit
sa"ty – masin
sour – masam
seet – manistaste , rasa
tongue – lidah
1.2
Understanding the
sense of hearing.
bserve and identify the structure of the
human ear.
#iscuss the function of each $art of theear.
#iscuss the hearing mechanism.
/ student is ab"e to%
• identify the structure of the human
ear!• e4$"ain the function of the
different $arts of the ear!
• describe ho e hear.
*eacher is
encouraged to use
com$utersimu"ation to
i""ustrate the
hearing
mechanism.
coch"ea – koklea
ear , telinga
ear drum , gegendang telinga
11 Jan HOL ALMARHUM SULTAN ISKANDAR 3
(17-)Jan
1.5Understanding the
sense of sight.
64amine the cos eye or mode" of ahuman eye.
Co""ect information on structure and
function of each $art of the eye.#iscuss ho e see.
/ student is ab"e to%
• identify the structure of the human
eye!
• e4$"ain the functions of different
$arts of the eye!
•
describe ho e see.
*hese activitiesi"" take about to
eeks.
Condition , keadaan.&imi"ar , seru$a
8atered , disiram
&un"ight , cahaya
matahari
0 Jan HARI THAIPUSAM
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WEEK
LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES3
(17-)Jan
1.7
Understanding
"ight and sight
Carry out activities to study%
a) ref"ection of "ight!
b) refraction of "ight beteen tomediums of different density.Co""ect information about the ty$es of
defects of vision and the
contribution9use of techno"ogy to rectify
them.
Carry out activities to sho hat short
sightedness and "ong sightedness are
and ho to correct them.#iscuss hat astigmatism is and the
ay to correct it.
Carry out activities to investigate thefo""oing%
a) o$tica" i""usion!
b) b"ind-s$ot.
#iscuss the connection beteen
stereosco$ic vision and monocu"ar
vision ith the surviva" of anima"s.
:ather information about the device toovercome the "imitation of sight.
/ student is ab"e to%
• describe the $ro$erties of "ight i.e.
ref"ection and refraction!• state the various defects of vision!
• e4$"ain ays to correct vision
defects!
• state and give e4am$"es of the
"imitations of sight!
• connect stereosco$ic and
monocu"ar visions ith thesurviva" of anima"s!
• identify the a$$ro$riate device to
overcome the "imitations of sight.
e"ate the
$ro$erties of "ight
to natura" $henomena anddai"y usage.
/ng"es of
incidence!
ref"ection!refraction and
norma" are not
reuired.
/stigmatism!o$tica" i""usions!
b"ind-s$ot!
monocu"ar and
stereosco$ic
visions shou"d beintroduced.
;icrosco$e!magnifying g"ass!
te"esco$e!
binocu"ars!
u"trasoundscanning device! <-
ray! $erisco$e
shou"d be inc"uded.
density – ketumpatan
medium ,
bahantara/mediumref"ection – pantulanrefraction ,
pembiasan
astigmatism ,
astigmatisme b"ind s$ot , bintik (or
titik) buta
"ong sightedness –
rabun dekat monocu"ar vision ,
penglihatan
monokular o$tica" i""usion – ilusioptik
$erisco$e , periskop
short sightedness ,
rabun jauhstereosco$ic vision ,
penglihatan
stereoskopik
3
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WEEK
LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES
(-=)
Jan
1.=
Understanding
sound and hearing.
Carry out activities to investigate%
a) the $roduction of sound!
b) the need of medium for sound to
trave"!c) the ref"ection and absor$tion of
sound.
Co""ect information abouta) the defects of hearing!
b) ays to rectify the defects of hearing.
#iscuss the "imitations of hearing andays of im$roving it.
Carry out activities to investigate the
need for stereo$honic hearing in
determining the direction of sound.
/ student is ab"e to%
• describe the $ro$erties of sound!
• e4$"ain the ref"ection and
absor$tion of sound!• e4$"ain the defects of hearing!
• e4$"ain ays of rectifying the
defects in hearing!
• state the "imitations of hearing!
• state the device used to overcome
the "imitations ofhearing!
• e4$"ain stereo$honic hearing.
>nc"ude devices
such as hearing
aids and
stethosco$e.
7 Jan KEJOHANAN MERENTAS DESA PERINGKAT SEKOLAH31 Jan ,
0 ?ebTAHUN BARU CINA
2
(07-11)
?eb
1.@
Understanding thestimu"i and
res$onses in $"ants.
Carry out e4$eriments to investigate
and identify%a) stimu"i detected by $"ants!
b) the $arts of the $"ants sensitive tos$ecific stimu"us.
#iscuss in hat ays the res$onse of
$"ants toards stimu"i are im$ortant fortheir surviva".
/ student is ab"e to%
• state the stimu"i that cause
res$onse in $"ants!
• identify the $arts of $"ants
sensitive to s$ecific stimu"us!
• re"ate the res$onse in $"ants to
their surviva".
es$onses in $"ants
shou"d inc"ude $hototro$ism!
geotro$ism!hydrotro$ism!
nastic movement!
tigmotro$ism.
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WEEK
LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 2. NUTRITION
5(1-1@)
?eb
.1
/na"ysing the
c"asses of food.
#iscuss the c"asses of food i.e.
carbohydrate! $rotein! fats! vitamins!
minera"s! fibre and ater and state theirfunctions.
Carry out activities to test for starch
(iodine so"ution)! g"ucose
(enedict so"ution)! $rotein(;i""ons reagent) and fats
(a"coho"-emu"sion test).
/ student is ab"e to%
• e4$"ain through e4am$"es the
c"asses of food!• state the function of each c"ass of
food!
• test for starch! g"ucose! $rotein and
fats.
n"y the maor
vitamins (/! ! C!
#! 6 and A) andminera"s (ca"cium!sodium! iron!
iodine! $hos$horus
and $otassium) are
reuired.Bitamin need not
be c"assified into
1! and so on.
>ntroducea"coho"emu"sion
test for fat
fats – lemak
fibre , pelawas
$otassium , kaliumstarch , kanjisodium , natrium
1 ?eb PENILAIAN KURIKULUM 112 ?eb MAULIDUR RASUL15-17?eb
PENILAIAN KURIKULUM 1
7
(1-2)
?eb.1
/na"ysing thec"asses of food.
#iscuss the c"asses of food i.e.
carbohydrate! $rotein! fats! vitamins!minera"s! fibre and ater and state their
functions.
Carry out activities to test for starch(iodine so"ution)! g"ucose
(enedict so"ution)! $rotein
(;i""ons reagent) and fats
(a"coho"-emu"sion test).
/ student is ab"e to%
• e4$"ain through e4am$"es the
c"asses of food!
• state the function of each c"ass of
food!
•test for starch! g"ucose! $rotein andfats.
n"y the maor
vitamins (/! ! C! #!
6 and A) andminera"s (ca"cium!
sodium! iron! iodine! $hos$horus and
$otassium) are
reuired.Bitamin need not
be c"assified into 1! and so on.
>ntroduce
a"coho"emu"sion testfor fat
fats – lemak
fibre , pelawas $otassium , kalium
starch , kanji
sodium , natrium
2
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WEEK LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
=
(=?eb
, 0;arch)
.
6va"uating the
im$ortance of a ba"anced diet.
#iscuss%
a) hat a ba"anced diet is!
b) the factors that determine a $ersons ba"anced diet% age! sie! se4! ob!
c"imate! state of hea"th.
Co""ect food ra$$ers that shoca"orific va"ue of food and make a "ist to
sho the ca"orific va"ue for each ty$e of
food.
#iscuss to estimate the ca"ories of food
taken in a mea".
+"an a ba"anced diet for a day.
(breakfast! "unch and dinner)
/ student is ab"e to%
• state hat a ba"anced diet is!
• state the factors that must be
considered hen $"anning a
ba"anced diet!
• e4$"ain ho the factors affect a ba"anced diet!
• state the uantity of energy in each
gram of carbohydrate! $rotein andfats!
• estimate the ca"ories of food taken
in a mea"!
• $"an a ba"anced diet.
*he unit of energy
in food can be
measured either in ou"es or ca"ories.
ba"anced diet , gizi
seimbang
ca"orific va"ue , nilaikalori
c"imate , cuaca
food ra$$er ,bungkusan makanan
5
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@(07-11)
;arch
.3
Understanding the
digestive system inman.
#iscuss that digestion is the breakdon
of "arge food mo"ecu"es into sma""er
so"ub"e mo"ecu"es that can be readi"yabsorbed by the body.
>dentify $arts of the digestive system
and the f"o of food $artic"es in thea"imentary cana" using mode"9chart9C#
;.
#iscuss the functions of the variousorgans in the digestive system and the
enymes found.
Carry out activities to sho the action of the enyme in the sa"iva on starch.
/ student is ab"e to%
• e4$"ain hat digestion is!
• identify the $arts of the digestive
system!
• describe the f"o of food $artic"es
in the a"imentary cana"!
• state the functions of the organs in
the digestive system!
• describe the $rocess of digestion
in the a"imentary cana"!
• "ist the end $roducts of digestion
of carbohydrate! $rotein and fats.
6nymes shou"d
on"y inc"udeamy"ase! $rotease
and "i$ase.
a"imentary cana" , salur penghadaman
anus , dubur a$$endi4 – umbai usus
bi"e , jus hempedu
digestion , penghadaman
enyme , enzimga"" b"adder – pundi
hempedugut – salur penghadaman
inso"ub"e – tidak larut "arge intestine , usus
besar
"iver , hatisa"iva , air liur
sma"" intestine , ususkecil
stomach , $erut
7
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WEEK
LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 2. NUTRITION(1-0)
;arch CUTI PERTENGAHAN PENGGAL PERTAMA
10
(1-2);arch .Understanding the
$rocess ofabsor$tion of
digested food
#iscuss the $rocess of absor$tion of the
$roducts of digestion in the sma""intestine.
Carry out an e4$eriment to sho the
absor$tion of g"ucose through a Bisking
tube.
/ student is ab"e to%
• e4$"ain the $rocess of absor$tionof the $roducts of digestion!
• make inference about the
absor$tion of g"ucose through a
Bisking tube.
*he structure of
vi"us is notreuired. 'eed on"y
mention vi"usincreases the
surface area for
absor$tion.
absor$tion ,
penyerapanana"ogise , membuat
analogi b"ood stream , aliran
darah
diffusion , resapan
11(=
;arch , 1 /$ri")
.2Understanding the
reabsor$tion of
ater and
defecation.
#iscuss the reabsor$tion of ater by the"arge intestine and the $rocess of
defecation.
#iscuss the im$ortance of good eatinghabits to avoid consti$ation.
/ student is ab"e to%
• state ho ater is reabsorbed in
the "arge intestine!
• e4$"ain defecation!
• re"ate the $rob"em of defecation
ith eating habits.
consti$ation , sembelit
defecation ,
penyahtinjaan
"arge intestine , ususbesar
reabso$tion ,
penyerapan semula
11(=
;arch ,
1 /$ri")
.5
+ut into $racticethe habits of
hea"thy eating.
+"an and carry out a hea"thy eating
habit.
#iscuss the fo""oing to$ics %a) $racticing good eating habits i.e.
eating nutritious food and eating in
moderation!
b) the generous distribution of food tothe under$rivi"eged 9 needy!
c) cu"tura" $ractices in dining
conforming to sensitivities and re"igious
be"iefs
/ student is ab"e to%
• ustify the im$ortance of eating
nutritious food!
• $ut in $ractice good eating habits!
• ustify the generous distribution of
food to the under$rivi"eged 9
needy!• re"ate the dining cu"ture of
different $eo$"e conforming to
sensitivities and re"igious be"iefs
habits , amalan
needy , sangat
miskin
nutritious food ,makanan berkhasiat
under$rivi"eged ,
kurang bernasib baik
re"igious be"iefs , kepercayaan agama
=
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WEEK LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: MAN AND THE VARIETY OF LIVING THINGS
LEARNING AREA: 3. BIODIVERSITY1
(-@)
/$ri"
1.1
Understanding
variety of "ivingorganisms and
their
c"assification.
#iscuss the diversity in the genera"
characteristics of "iving organisms.
Co""ect and c"assify various $"ants and
anima"s into a system based on common
characteristics.
- /nima"% >nvertebrate! vertebrate!mamma"! fish! bird! am$hibian! re$ti"e.
- +"ant % ?"oering $"ant! nonf"oering
$"ant! monocoty"edon! dicoty"edon.
- ui"d a conce$t ma$ on "iving
organisms based on the c"assification
above.
#iscuss the im$ortance of maintaining
the bio"ogica" diversity as one of the
countrys natura" heritage.
/ student is ab"e to%
• e4$"ain the diversity of "iving
organisms in a habitat!• c"assify various anima"s based on
common characteristics!
• c"assify various $"ants based on
common characteristics!
• e4$"ain the im$ortance of
biodiversity to the environment.
asic conce$t on
variety of "iving
organisms has beenintroduced in
$rimary science.
6m$hasie on"y onthe c"assification in
the suggested
"earning activities.
;a"aysia is one of
the te"ve
megabiodiversity
countries in theor"d shou"d be
high"ighted.
am$hibian , amfibia
bird – burung
dicoty"edon ,dikotiledon
diversity ,
kepelbagaian
fish – ikanf"oering $"ant ,
tumbuhan berbunga
invertebrate ,
invertebrata"iving organism ,
organisma hidup
mamma" , mamalia
monocoty"edon , monokotiledon
non-f"oering $"ant ,
tumbuhan tidak
berbungare$ti"e , reptilia
vertebrates ,
vertebrata
@
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WEEK
LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: MAN AND THE VARIETY OF LIVING THINGS
LEARNING AREA: 4 INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
13
(11-12)
/$ri"
.1
/na"ysing the
interde$endence
among "ivingorganisms..
• Carry out a fie"d ork to study
s$ecies! habitat! $o$u"ation!
community in an ecosystem.
• Carry out a discussion on
interde$endence among "iving
organisms and the environment tocreate a ba"anced ecosystem.
/ student is ab"e to%
• state hat s$ecies! $o$u"ation and
community are!
• state hat habitat and ecosystemare!
• identify various habitats in one
ecosystem!
• e4$"ain through e4am$"es the
interde$endence among "ivingorganisms and the environment to
create a ba"anced ecosystem
asic conce$t of
habitat has been
introduced in $rimary schoo".
#uring the fie"d
ork the conce$t of eco"ogy i"" be
Constructed
through conte4tua"
"earning.
community ,
komuniti
ecosystem ,ekosistem
environment ,
persekitaranhabitat – habitat
interde$endence ,
saling bersandaran
$redict , meramal $o$u"ation – populasi
s$ecies , spesis
.
6va"uating theinteraction
beteen "iving
organisms.
Co""ect and inter$ret data on the ty$es
of interactions beteen "ivingorganisms as fo""os%a) $rey-$redator!
b) symbiosis% commensa"ism!
mutua"ism and $arasitism
e.g. remora and shark! a"gae and fungi!ta$e orm and man!
c) com$etition.
Conduct an activity to sho theim$ortance of the interaction beteen
organisms and the environment.
#iscuss the advantages of bio"ogica"contro" in regu"ating the numbers of
$ests in certain areas.
/ student is ab"e to%
• "ist the ty$es of interactions
beteen "iving organisms!
• e4$"ain ith e4am$"es the
interactions beteen "ivingorganisms!
• ustify the im$ortance of
interaction beteen "iving
organisms and the environment!
• e4$"ain through e4am$"es the
advantages and disadvantages of
bio"ogica" contro" in regu"ating the
number of $est in certain areas.
asic conce$t of
$rey $redator andcom$etition has
been taught in
$rimary schoo".
efer to "oca"
issues "ike the cro
$rob"em in Ae"ang.
advantage , kebaikan
bio"ogica" contro" , kawalan biologicom$etition ,
persaingan
disadvantage ,
keburukaninteraction , interaksi
$arasitism ,
parasitisme
$est , perosak $rey $redator ,
mangsa pemangsaregu"ate , mengawal
symbiosis , simbiosis
10
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WEEK LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
1(1=-)
/$ri".3
&ynthesiing foodeb.
• Co""ect and inter$ret data on the
$roducer! consumer! decom$oserand $yramid number.
• Construct a food eb from a fe?ood chains and identify the
$roducer! consumer and
decom$oser.
• #iscuss the energy f"o in the food
eb constructed.
• Conduct a game to sho the effects
of an increase or decrease in the
number of organisms in a $yramid
number. #iscuss the conseuencesif a com$onent of "iving organisms
in an ecosystem is missing
/ student is ab"e to%
• e4$"ain hat $roducers!
consumers and decom$osers are!
• combine a fe food chains to
construct a food eb!• identify the $roducer! consumer
and decom$oser in a food eb!
• construct a $yramid number from
a food chain!
• re"ate the food eb and the
$yramid number to energy f"o!
• $redict the conseuences if a
certain com$onent of "iving
organisms in the ecosystem ismissing.
?ood chain has
been taught in $rimary science.
efer to the cronof thorn $rob"em inthe cora" reef in the
marine $arks.
ba"ance in
naturekeseimbanganalam
consumer- pengguna
decom$oser- penguraifood eb- siratanmakanan
$rimary consumer ,
pengguna primer
$roducer- pengeluar $yramid number-
piramid nombor
secondary consumer
, pengguna sekunder tertiary consumer ,
pengguna tertier
0-
/$ri"PENILAIAN KURIKULUM 2
12
(2-@)/$ri"
.
/na"ysing
$hotosynthesis.
• Carry out discussion on hat
$hotosynthesis is.
• Carry out e4$eriments to determine
the factors needed for
$hotosynthesis i.e. carbon dio4ide!ater! "ight and ch"oro$hy"".
• #iscuss the im$ortance of
$hotosynthesis in maintaining a ba"anced ecosystem.
• #iscuss the carbon and o4ygen
cyc"es.
/ student is ab"e to%
• state hat $hotosynthesis is!
• state the factors reuired for
$hotosynthesis!
• state the $roducts of
$hotosynthesis!
• contro" the variab"es that are
reuired for $hotosynthesis!
• e4$"ain the ro"e of $hotosynthesis
in maintaining a ba"anced
ecosystem.
*he carbon and
o4ygen cyc"es
shou"d be inc"uded.
ba"anced ecosystem ,
ekosistem yang
seimbang o4ygen cyc"e - kitar
oksigencarbon cyc"e , kitar
karbon $hotosynthesis-
fotosintesis
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WEEK LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
12
(2-@)
/$ri"
.2
6va"uating theim$ortance of
conservation and
$reservation of"iving organisms.
• Co""ect and inter$ret data on the
conservation and $reservation of"iving organisms.
• Carry out a fie"d ork in a natura"forest reserve (et"ands! high"and
forest or tro$ica" rain forest) or an
anima" sanctuary to study theconservation and $reservation of
"iving organisms.
• Carry out a discussion on ho the
im$rovement in science and
techno"ogy he"$s in the
conservation and $reservation of
"iving organisms.
• un a cam$aign to stress on the
im$ortance of conservation and
$reservation 9
• Carry out a ro"e $"ay invo"ving the
$arties concerned in so"ving $rob"ems re"ated to the conservation
and $reservation of "iving
organisms.
/ student is ab"e to%
• e4$"ain hat conservation and
• $reservation are!
• e4$"ain the ste$s taken to $reserve
and conserve "iving organisms!• ustify the im$ortance of
conservation and $reservation of
"iving organisms!
• su$$ort activities organised by
various $arties to $reserve and
conserve the "iving organisms.
*he ro"e of man in
conservation and $reservation has
been high"ighted in
$rimary schoo".
?orest is a"so home
to some indigenous
$eo$"e shou"d be
inc"uded.
conservation-
pemuliharaanreserve forest , hutan
simpan
high"and forest –hutan tanah tinggiindigenous $eo$"e ,
orang asli
$reservation-
pemeliharaansanctuary- santuari
tro$ica" rainforest ,
hutan hujan tropika
et"ands , tanahbencah / lembap
1
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WEEK
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OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: MATTER IN NATURE
LEARNING AREA: WATER AND SOLUTION0 ;ay CUTI GANTI HARI PEKERJA !1 M"#$
15
(0-07);ay
.5
6va"uating thero"e of man in
maintaining the
ba"ance in nature
• Carry out a brainstorming session todiscuss the environmenta" issues
affecting the ba"ance in nature and
ho to so"ve it.
• Carry out a discussion to ustify that
man needs stab"e and $roductive
ecosystem to ascertain a
harmonious "ife.
/ student is ab"e to%• e4$"ain the effects of human
activities on the ba"ance in nature!
• describe ho man so"ves
$rob"ems re"ated to environment!
• ustify that human need a stab"e!
$roductive and ba"ancedecosystem.
64am$"es ofenvironmenta"
issues%
:"oba" c"imate
change! habitatdestruction! s$ecies
e4tinction! air! soi"
and ater
$o""ution! "oss ofet"ands! so"id
aste management!
deforestation! "and
overuse! overfishing! to4in in the
environment!
(re"ease of
e4cessivechemica"s into our
environment ,
inc"udes $esticides!
ferti"iers and $o""utants).
acid rain , hujan asid brainstorming ,
sumbangsaran
c"imate change ,
perubahan iklimdeforestation ,
penebangan hutan
e4cessive ,
ber"ebihan"and overuse ,
penggunaan tanah
yang
tidak terkawal green house effect ,
kesan rumah hijau
over fishing ,
penangkapan ikantidak terkawal
$o""ution ,
pencemaran
so"id astemanagement ,
pengurusan sisa
pepejal
$esticides – pestisid s$ecies e4tinction ,
kepupusan spesis
to4in – toksin
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WEEK
LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: MATTER IN NATURE
LEARNING AREA: WATER AND SOLUTION17
(0@-13);ay
1.1
/na"ysing the
$hysica"characteristics ofater.
Carry out activities to determine the
fo""oing%
the freeing $oint of ater! the boi"ing $oint of ater.
Carry out an activity to observe the
effects of im$urities on the $hysica"
characteristics of ater.
/ student is ab"e to%
• state the meaning of the freeing
$oint of ater!• state the meaning of the boi"ing
$oint of ater!
• describe the $hysica"
characteristics of ater!
• e4$"ain through e4am$"es the
effects of im$urities on the
$hysica" characteristics of ater.
*he Ainetic *heory
shou"d be
introduced.
e"ate the freeing
and boi"ing $oint of
ater to the Ainetic
*heory.
boi"ing $oint , takatdidih
freeing $oint – takat
bekuim$urities ,bendasing
inference – inferens
$hysica"
characteristics , ciri-ciri fizikal
1./na"ysing the
com$osition ofater.
Carry out an e"ectro"ysis to determinethe ratio of hydrogen to o4ygen in a
mo"ecu"e of ater.
/ student is ab"e to%
• determine the com$osition of
ater!• test the $resence of hydrogen and
o4ygen.
T%& '()'* +%&(,#
() &-&*+,(-#' '
)(+ )&&/&/.Understanding that
hydrogen isdischarged at the
cathode and o4ygen
at the anode is
adeuate. *he ratioof gases is reuired
anode – anod cathode – katod
com$osition ,komposisi
ionic theory – teoriionik
e"ectro"ysis ,
elektrolisis
discharge , terhasi"
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WEEK LEARNING
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SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
15 ;ay TEACHERS DAY17 ;ay HARI WESAK
1=
(15-0);ay
1.3
/na"ysing the
$rocess ofeva$oration of
ater.
Carry out e4$eriments to study the
factors affecting the rate of eva$oration
of ater i.e. humidity! the tem$eratureof the surrounding! surface area and the
movement of air.
#iscuss the factors affecting the rate of
eva$oration in re"ation to the Ainetic
*heory.
#iscuss the simi"arities and differences
beteen eva$oration and boi"ing.
:ather information on eva$oration
$rocess and its a$$"ication in dai"y"ife.i.e. drying of c"othes! $reservation
of agricu"tura"
a) $roducts and $rocessing offood.
/ student is ab"e to%
• e4$"ain hat eva$oration is!
• e4$"ain through e4am$"es thefactors that affect the rate of
eva$oration of ater ith
reference to the Ainetic *heory!
• com$are and contrast beteen
eva$oration and boi"ing!
• describe the a$$"ication of the
eva$oration of ater in dai"y "ife.
agricu"tura" $roduct ,
hasil pertanian
eva$oration ,
penyejataneva$oration of ater
, penyejatan air
humidity ,kelembapan
movement of air ,
pergerakan udara
$reservation , pengawetan
$rocessing of food ,
pemprosesan
makanan
rate of eva$oration ,kadar penyejatan
surface area – luas
permukaantem$erature of the
surrounding – suhu
sekeliling
1@
(3-7);ay
PEPERIKSAAN PERTENGAHAN TAHUN
= ;ay ,
1 June CUTI PERTENGAHAN TAHUN
12
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WEEK LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
0(13- 17)
June
1.
/na"ysing so"ution
and so"ubi"ity.
#iscuss the differences beteen so"ute!
so"vent and so"ution.Carry out activities to $re$are a di"ute
so"ution! a concentrated so"ution and a
saturated so"ution.
#iscuss the simi"arities and differences
beteen di"ute so"ution! concentrated
so"ution and saturated so"ution.
Carry out activities to i""ustrate thedifferences beteen a so"ution and a
sus$ension.
Carry out e4$eriments to determine thefactors affecting the so"ubi"ity of a
so"ute.
'ature of so"vent! 'ature of so"ute!
*em$erature
Carry out e4$eriments to determine the
factors affecting the rate of disso"ving%
tem$erature!
rate of stirring!
sie of so"ute $artic"e.
#iscuss the im$ortance of ater as auniversa" so"vent in "ife.
:ather information on the a$$"ication of
organic so"vents in dai"y "ife.
/ student is ab"e to%
• e4$"ain hat so"ute! so"vent and
so"ution are!
• contrast and com$are beteen
di"ute so"ution! concentrated andsaturated so"ution!
• e4$"ain hat sus$ension is!
• e4$"ain hat so"ubi"ity is!
• e4$"ain the factors affecting the
so"ubi"ity of so"utes in
• ater!
• e4$"ain the im$ortance of ater as
a universa" so"vent in "ife!
• give e4am$"es on the uses of
organic so"vents in our everyday
"ife.
>ntroduce inso"ub"e
sediments are
knon as residue.
concentrated so"ution
, larutan pekat di"ute so"ution ,
larutan cair
nature of so"ute , jenis zat pelarut nature of so"vent ,
jenis pelarut
organic so"vent ,
pelarut organik residue , baki/sisa
sus$ension , bahan
terampai
saturated so"ution ,larutan tepu
sediment – bahan
mendapanso"ubi"ity , kelarutanso"ute , zat pelarut
so"ution , larutanso"vent , pelarut
universa" so"vent ,
pelarut universal
vo"ume of so"vent ,isipadu pelarut
1= June HARI PERBINCANGAN AKADEMIK
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WEEK LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
131 ;ay -
Jun
1.2
/na"ysing acid
and a"ka"i.
Carry out activities to study%
the $ro$erties of acid in terms of
$D va"ue! taste! corrosive nature! effect
on "itmus $a$er! reaction ith meta"ssuch as magnesium and inc!
the characteristics of a"ka"i in termsof $D va"ue! taste! corrosive nature!
effect on "itmus $a$er!
carry out a discussion to define acid
and a"ka"i o$erationa""y.
Carry out activities to determine theacidic and a"ka"ine substances in dai"y
"ife.
:ather information on the usage of acid
and a"ka"i in everyday "ife such as inagricu"ture and industry.
#iscuss on the meaning of
neutra"isation.
Carry out an activity to sho
neutra"isation using the hydroch"oric
acid and sodium hydro4ide of the sameconcentration.
#iscuss the a$$"ication of neutra"isation
in dai"y "ife e.g. using sham$oo andconditioner and! insect bite.
/ student is ab"e to%
• identify the $ro$erties of acid!
identify the $ro$erties of a"ka"i!
• state that acid and a"ka"i on"y
sho their $ro$erties in the
$resence of ater!• e4$"ain through e4am$"es the
definition of acid and a"ka"i!
• identify the substances hich are
acidic or a"ka"ine in everyday "ife!
• state the uses of acid and a"ka"i in
dai"y "ife!
• e4$"ain the meaning of
neutra"isation!
• rite an euation in ords to
describe the neutra"iation $rocess!
• e4$"ain through e4am$"es the usesof neutra"isation in dai"y "ife.
C"+'()%
Chemica"s in the"aboratory shou"d
not be tasted.
Use on"y di"uteacid and di"ute
a"ka"i.
#o not use activemeta"s such as
+otassium and
&odium in the
reaction ith acid
active meta" , "ogam
aktif a"ka"ine substance ,
bahan beralkali
concentration ,kepekatanconcentrated acid ,
asid pekat
concentrated a"ka"i ,
alkali pekat corrosive ,
mengkakis
di"ute acid , asid cair
di"ute a"ka"i , a"ka"icair
euation in ords ,
persamaan perkataanhydroch"oric acid ,asid hidroklorik
"itmus $a$er , kertaslitmus
meta" – logamneutra"iation ,
peneutralano$erationa" definition
, definisi secara
operasi
$otassium , kalium
sodium , natriumsodium hydro4ide ,
natrium hidroksida
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WEEK LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
7 June-
1 Ju"y
1.5
/na"ysing the
methods of ater $urification.
;ake a visit to a ater $urification site.
rainstorming on the fo""oing%
natura" resources of ater!
the reasons for ater $urification.
#iscuss the various ty$es of ater
$urification such as fi"tration! boi"ing!
ch"orination and disti""ation. Carry outactivities to study the various ty$es of
ater $urification such as fi"tration!
boi"ing and disti""ation.
+u$i"s $resent their findings to discussthe strengths and eaknesses of the
various ty$es of ater $urification.
/ student is ab"e to%
• "ist the natura" sources of ater!
• state the reasons for ater
$urification!
• describe the various ty$es ofater $urification!
• com$are the strengths and
eaknesses of the various ty$es ofater $urification.
*he "atest
deve"o$ments inater $urification
e.g. u"tra-vio"et
treatment can bediscussed.
boi"ing , pendidihan
ch"orination , pengklorinan
disti""ation ,
penyulinganfi"tration , penurasannatura" resources ,
sumber semula jadi
ater $urification site
, loji pembersihanair
1.7
/na"ysing theater su$$"y
system.
;ake a visit to a ater $rocessing $"ant to study the ater su$$"y
system and stages invo"ved in
ater $urification.#iscuss the ays to save ater.
#o a $roect on ho much ater
the average househo"d uses.
/ student is ab"e to%• describe ho the ater su$$"y
• system orks!
• e4$"ain ays to save ater
domestic uses , penggunaan domestik
usage of ater ,
penggunaan air ater su$$"y system
, sistem bekalan air
1=
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WEEK
LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: MATTER IN NATURE
LEARNING AREA: WATER AND SOLUTION
3(0 -0=)
Ju"y
1.=
Understanding the
$reservation ofater ua"ity.
Co""ect and inter$ret data on ty$es of
ater $o""utants hich inc"ude%
industria" aste such as chemica"and radioactive residues!
domestic aste such as garbage and
seage!
chemica"s from the agricu"tura"
activities such as ferti"isers and
$esticides!
si"tation caused by constructions
and deforestation!
accidenta" s$i""age from tankers.
Conduct discussion on the effect ofater $o""ution on "iving things.
:enerate ideas on ays to contro" ater
$o""ution.
#iscuss ays to conserve and $reserve
ater and its ua"ity.
un a cam$aign on EFove ur ivers.
/ student is ab"e to%
• give e4am$"es of ater $o""utants!
• e4$"ain the effect of ater $o""ution on "iving things!
• e4$"ain ays to contro" ater
$o""ution!
• e4$"ain ays to $reserve ater
and its ua"ity.
construction ,
pembinaan
deforestation , penebangan hutandomestic aste –
bahan buangan
domestik
ferti"iser , bajagarbage , sampah-
sarap
industria" aste ,
bahan buanganindustri
$esticide , pestisid
$reservation , pemeliharaanradioactive residue ,
sisa radioaktif
si"tation –
pengelodakanseage , sisa / bahan
kumbahan
ater $o""utant ,
bahan cemar air
1@
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WEEK
LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: MATTER IN NATURE
LEARNING AREA: 2. AIR PRESSURE
(11-12)Ju"y
.1Understanding air
$ressure.
Carry out an activity to discuss thekinetic theory of gases.
Carry out an activity to sho that air
e4erts $ressure.Carry out activities to sho the factorsaffecting air $ressure! i.e. vo"ume and
tem$erature
/ student is ab"e to %
• e4$"ain the e4istence of air
$ressure ith reference to the
Ainetic *heory!• e4$"ain the factors affecting air
$ressure.
air $ressure ,tekanan
udara
a$$"iances – peralatane4istence –
kewujudan
tem$erature , suhu
vo"ume – isipadu13-1Ju"y
PENILAIAN KURIKULUM 3
2(1=- )
Ju"y
.
/$$"ying the $rinci$"e of air
+ressure in dai"y
"ife
Co""ect and inter$ret data on a$$"iances
that use the $rinci$"e of air $ressure.
:ather information and discuss the
a$$"ication of air $ressure in syringe!si$hon! s$raying $um$ and drinkingstra.
#iscuss ays of using the $rinci$"e of
air $ressure to so"ve dai"y $rob"emssuch as b"ockage in sinks and $ouring
condensed mi"k from a can.
:ather information on ho a gas tankcontaining gas under high $ressure
orks.
#iscuss the safety $recautions takenhen using gas under high $ressure.
/ student is ab"e to%
• e4$"ain ith e4am$"es things that
use the $rinci$"e of air $ressure!
• generate ideas to so"ve $rob"ems
using the $rinci$"e of air $ressure!• re"ate the safety measures taken
hen using gas under high
$ressure.
C"+'():
#o not $"ace tankcontaining gas
under high $ressure
near heat.
syringe , picagari
si$hon , sifons$ray , penyembur
drinking stra ,
penyedut minuman b"ockage , tersumbat gas under high
$ressure , gas di
bawah tekanan
tinggisafety measures ,
langkah keselamatan
0
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WEEK
LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: FORCE AND MOTION
LEARNING AREA: 1. DYNAMICS 5
(2-@)Ju"y
1.1Understanding
force.
Carry out activities to sho $ushing and $u""ing are forces.
Carry out activities to sho the effects
of force (changes in sha$e! $osition!s$eed and direction).Carry out activities to sho different
ty$es of forces (frictiona"! gravitationa"!
e"ectrostatic and magnetic force).
/ student is ab"e to%
• state that a force is a $ush or a
$u""!
• e4$"ain the effects of forces!
• e4$"ain the various ty$es of
forces.
e"ectrostatic force ,daya elektrostatik
frictiona" force ,
daya geserangravitationa" force ,daya graviti
magnetic force –
daya magnetik
s$eed – kelajuan7
(01-02)
/ugust
1.
Understanding themeasurement of
force.
#iscuss the unit of force and the
$rinci$"e of a s$ring ba"ance.Carry out activity to measure the
magnitude of force.
/ student is ab"e to%
• state the unit of force!
• e4$"ain ho a s$ring ba"ance
orks!
• measure the magnitude of force
magnitude ,magnitud
s$ring ba"ance ,
neraca spring
1.3/$$"ication of
frictiona" force.
#iscuss ith e4am$"es to sho thee4istence of frictiona" force.
Carry out activities to identify the
direction of frictiona" force and measure
the magnitude of the force.
Carry out an e4$eriment to sho ho
different ty$es of surfaces affect the
magnitude of frictiona" force.:ather information and discuss the
advantages and disadvantages of
friction.
Carry out activities on ays to
a) increase friction!
b) reduce friction.
#iscuss the a$$"ication of increasingand decreasing friction in our dai"y "ife.
/ student is ab"e to%
• e4$"ain ith e4am$"e the
e4istence of frictiona" force!
• state the direction and the
magnitude of frictiona" force!
• carry out an e4$eriment to sho
ho different ty$es of surfacesaffect frictiona" force!
• e4$"ain the advantages and
disadvantages of friction!
• e4$"ain ays to increase friction!
• e4$"ain ays to reduce friction!
• e4$"ain ith e4am$"es the
a$$"ication of friction in dai"y "ife.
e4istence ,kewujudan
surface , permukaan
1
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WEEK LEARNING
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SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
=(0=-1)
/ugust
1.
/$$"ication of
ork.
#iscuss ith e4am$"es to sho the
e4istence of frictiona" force.
Carry out activities to identify thedirection of frictiona" force and measure
the magnitude of the force.
Carry out an e4$eriment to sho hodifferent ty$es of surfaces affect the
magnitude of frictiona" force.
:ather information and discuss the
advantages and disadvantages offriction.
Carry out activities on ays to
a) increase friction! b) reduce friction.
#iscuss the a$$"ication of increasing
and decreasing friction in our dai"y "ife.
/ student is ab"e to%
• e4$"ain ith e4am$"es ho ork
is done!
• state the unit of ork!
• ca"cu"ate the ork done.
distance , arak
ork , kera
1.2/$$"ication of
$oer.
Carry out activities to determine $oer by using%
+oer (8) G 8ork (J)
*ime (s)
/ student is ab"e to%
• state the meaning of $oer!
• state the unit of $oer!
• ca"cu"ate $oer on the ork done.
$oer , kuasa
@
(12-1@)/ugust
1.5/na"ysing the
im$ortance of
force in "ife.
Create an activity e.g. draing a $oster!sketching or acting to sho ho "ife
ou"d be ithout force.
/ student is ab"e to%
• describe ho "ife i"" be if force
does not e4ist.
sketch , lakaran
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WEEK
LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: FORCE AND MOTION
LEARNING AREA: 2. SUPPPORT AND MOVEMENT
30
(-5)/ugust
.1
Understanding the
su$$ort systems inanima"s.
Carry out activities to sho $ushing and
$u""ing are forces.
Carry out activities to sho the effectsof force (changes in sha$e! $osition!
s$eed and direction).
Carry out activities to sho differentty$es of forces (frictiona"! gravitationa"!
e"ectrostatic and magnetic force)
/ student is ab"e to%
• state that a force is a $ush or a
$u""!• e4$"ain the effects of forces!
• e4$"ain the various ty$es of
forces.
e"ectrostatic force ,
daya
elektrostatik frictiona" force ,daya
geseran
gravitationa" force ,
daya graviti
magnetic force –
daya
magnetik s$eed – kelajuan
CUTI PERTENGAHAN PENGGAL KEDUA!2 A+ 4 S&5+&67&,$
31
( 02-0@)&e$t
.
Understanding the
su$$ort systems in
$"ants.
Carry out fie"d ork to study various
su$$ort systems of $"ants.
Carry out activities to c"assify $"ants based on their su$$ort systems.
/ student is ab"e to%
• e4$"ain the various su$$ort
systems in oody and nonoody
$"ants!
• c"assify $"ants based on their
su$$ort systems
?eatures that he"$
non-oody $"ants
inc"ude tendri"s!
thorns! air sacs inauatic $"ants.
3(1-15)
&e$t
.3
/$$reciating thesu$$ort system in
"iving things.
#iscuss issues e.g.
a) inabi"ity of ha"es to move back tosea after being ashed ashore!
b) a cri$$"ed $erson using crutches for
su$$ort.
/ student is ab"e to%
• ustify the im$ortance of the
su$$ort system to "iving things.
beached ha"e ,
paus yang terdampar di
pantai
cri$$"ed – tempang
crutches , tongkakketiak
inabi"ity ,
ketidakupayaan
15 &e$t HARI MALAYSIA
3
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WEEK
LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
LEARNING AREA: 1. STABILITY 33
(1@-3)
&e$t
1.1
Understandingthat the centre of
gravity affectsstabi"ity.
Carry out activities to find the $oint of
eui"ibrium in regu"ar and irregu"arsha$es.
Carry out an e4$eriment to find out ho
the centre of gravity affects the stabi"ityof an obect by mani$u"ating the
a) height!
b) base area.
#iscuss the re"ationshi$ beteen the
centre of gravity and stabi"ity
/ student is ab"e to%
• determine the $oint of eui"ibrium
in regu"ar and irregu"ar sha$es!
• re"ate the $oint of eui"ibrium asthe centre of gravity of obects!
• re"ate the centre of gravity to the
stabi"ity of obects.
base area – luas
tapak center of gravity ,
pusat gravitiheight , ketinggian
mani$u"ating , mengubah
$oint of eui"ibrium ,
titik keseimbangan
stabi"ity , kestabilan
3(5-30)
&e$t
1.
/$$reciating theim$ortance of
stabi"ity
Carry out a brainstorming session on
ays to im$rove stabi"ity.
Carry out activities "ike doing $roects
or $"aying games to bui"d mode"s by
a$$"ying the conce$t of stabi"ity.
/ student is ab"e to%
• suggest ays to im$rove the
stabi"ity of obects around them!• H e4$"ain ith e4am$"es the
a$$"ication of stabi"ity in "ife.
7/26/2019 Yearly Plan Science f2
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WEEK
LEARNING
OBJECTIIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
NOTES VOCABULARY
THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
LEARNING AREA: 2. SIMPLE MACHINE
32
(03-07)ct
.1
/na"ysing "evers.
#iscuss ho a sma"" effort can
overcome a "arge "oad ith the use of a
"ever.;ake an observation on devices thatuse the $rinci$"es of "evers.
>dentify the "oad! force and fu"crum!
and then c"assify the systems into first!second and third c"ass "evers.
#iscuss ho humans a$$"y the
$rinci$"es of "evers to he"$ themovercome "arge "oad.
#iscuss that the moment of force
G force < $er$endicu"ar distance fromthe $ivot to force.Carry out an activity to sho the
re"ationshi$ beteen moment and the
$roduct of force and distance.
&o"ving $rob"ems re"ated to "evers using
the fo""oing formu"ae%
Foad (') < distance of the "oad from
fu"crum (m) G ?orce (') < distance of the force from the fu"crum (m)
/ student is ab"e to%
• "ist things around them that use
the $rinci$"e of the "ever!• state hat a "ever can do!
• identify "oad! force and fu"crum in
the "ever!
• c"assify "evers!
• e4$"ain hat is meant by the
moment of a force!
• so"ve $rob"ems re"ated to "evers.
8hen e o$en the
door or use a
rench to "oosen anut! e area$$"ying a force
that causes a
turning effect to
accom$"ish thedesired task.
*he turning effect
is ca""ed the6(6&)+ (8 " 8(,*&.
fu"crum – fulcrum
force , daya
"ever , tuas"oad , beban $er$endicu"ar
distance – jarak
tegak
35(10-1)
ct
./$$reciating the
innovative efforts in
the design ofmachine to sim$"ify
ork.
Carry out a $roect to bui"d a device
using the $rinci$"e of a "ever.
/ student is ab"e to%
• design or im$rovise a device that
use the $rinci$"e of a "ever
design , reka
innovative – inovatif
2
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37(17- 1)
ct ULANGKAJI3=
(-=)ct PERAYAAN DEEPAVALI3@
2-@
kt PEPERIKSAAN AKHIR TAHUN 2011 !31 OCTOBER 04 NOVEMBER$5 'ov HARI RAYA AIDILADHA7 'ov CUTI UMUM
0(07-11)
'ovANALISIS ITEM PEPERIKSAAN AKHIR TAHUN 2011
1
12-1@ 'ov
ANALISIS ITEM PEPERIKSAAN AKHIR TAHUN 2011
19 NOV CUTI AKHIR TAHUN BERMULA
#isediakan o"eh%6n. &yahru" ;ohamad
&;A anang Jaya
011
5
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