SEKOLAH MENENGAH KEBANGSAAN LUTONG

SCIENCE FORM 4
YEARLY LESSON PLAN, 2016
THEME
LEARNING AREA
Date

: INTRODUCING SCIENCE
: 1 Scientific Investigation
Learning
objectives

12/1/16
16/1/16

1.1
Analyzing
method of
scientific
investigation

1.2
Realizing the
need to practice
scientific
attitudes and
noble values
when carrying out
scientific
investigations

THEME
LEARNING AREA
Weeks
19/1/16
23/1/16

Suggested Learning Activities

Carry out a scientific investigation e.g.
investigate how surface area affects the rate of
cooling.
Students will:
a)
identify the problem
b)
identify the variables
c)
make a hypothesis
d)
plan the investigation to:
i.
determine the apparatus and
materials needed
ii.
determine the procedure of the
investigation, the method of
data collection and data
analysis
e)
carry out the investigation
f)
collect data
g)
analyze and interpret data
h)
make conclusions
i)
write a report
Discuss the important of scientific investigation
method in acquiring scientific knowledge
View a video or computer simulation then gather
and interpret data on the scientific attitudes and
noble values practices by scientists.
Discuss the need to practice scientific attitudes
and noble values when carrying out scientific
investigations

Learning Outcomes
A student is able to:
explain the steps in scientific investigation
carry out a scientific investigation
write a report on a scientific investigation
explain the importance of scientific
investigation.

A student is able to:

Identify scientific attitudes and noble values

practiced
by scientists.
Explain the need to practice scientific attitudes and
noble
values when carrying out a scientific
investigations
Practice scientific attitudes and noble values when
carrying out a scientific investigations

Teaching &
Learning
Strategies
Inquiry and
Discovery
Contextual
Learning
Discussion and
simulation
Experiment

Contextual
learning
constructivism

Scientific
Attitudes

Nobles Values

Being honest
and accurate in
recording and
validating
data.
Being diligent
and
persevering

having and
interest and
curiosity
towards the
environment
realising that
science is a
means to
understand
nature.

Thankful to
god
Kind- hearted
Being
systematic
Analytical
thinking

Thankful to
god
Kind- hearted
Caring
Independent

: MAINTENANCE AND CONTINUITY OF LIFE

: 2 Body coordination
Learning
objectives

2.1
Understanding
body
coordination

Suggested Learning Activities

Carry out activities to observe and discuss body
coordination.
Examine models, view charts or video to identify the
body systems which control coordination, i.e. the
nervous system and the endocrine system.
Discuss the importance of body coordination in daily
activities.

Learning Outcomes
A student is able to:

Describe what body coordination is.

Identify the body systems that control the
regulate coordination.
State the importance of body coordination.

Teaching & Learning

Strategies

Contextual
learning

Constructivism

Scientific Attitudes

Being
objective
Being
systematic

Nobles Values

Having critical
and analytical
thinking
Thankful to
god

19/1/16
23/1/16

26/1/16
30/1/16

2.2
Understanding
the human
nervous system

2.3
Analyzing
nervous
coordination

2.4
Understanding
the role of
proprioceptors in
maintaining
balance and
coordination

2.5
Understanding
the human brain
and its
complexity

Observe models, view charts or videos and identify the

human nervous system which consists of :
a)
central nervous system,
b)
peripheral nervous system: cranial and spinal nerves
and their branches which link the receptors and
effectors with the central nervous system.
Discuss the function of each component part of the nervous
system.
View videos, charts or examine models and discuss the
following:
a)
neuron as the basic unit of the nervous system.
b)
Parts of a neuron namely cell body, axon, dendron,
and mylin sheath.
c)
Functions of various parts of a neuron
d)
Types of neuron namely the sensory neuron, motor
neuron, and the relay neuron.
e)
Function of various types of neurons.
Draw a labeled diagram of the sensory neurons, the motor
neuron and the relay neuron.
Carry out an activity to compare and contrast the different
types of neurons and present the similarities and differences
in a graphic organizer.

A student is able to:

Discuss the following:

a)
meaning of receptors and effectors
b) functions of receptors and effectors
Carry out activities to demonstrate the reactions of
sensory organs to various stimuli.
Carry out activities and discuss reflex actions such as
knee-jerk and reaction to touching a hot or sharp object.
View computer simulations or charts showing the path
taken by an impulse in a reflex arc.
Draw a diagram to show the path taken by an impulse
in a reflex arc.
Carry out the following activities to show the
importance of proprioceptors:
a)
stacking objects with both eyes closed.
b) Maintaining balance of the body.
View charts, videos or computer simulations and
discuss the following:
a)
proprioceptors and their functions.
b) The importance of proprioceptors in maintaining
balance and coordination.

A student is able to:

Examine models, view videos or computer simulations

to identify the structure of the human brain, i.e. the
cerebrum, cerebellum and medulla oblongata. Discuss
the functions of the various parts of the brain.
Draw and label the main parts of the human brains.

A student is able to:

Carry out activities and discuss the following:

a)
voluntary actions such as writing and dancing
b) involuntary actions such as dilation and
constriction of the pupil and the beating of heart.
Discuss the effects of injuries to specific parts of the
human brain.

o
o
o
o
o
o
o

o
o
o
o
o

Identify the component parts of the human

nervous system
State the function of each component parts of
the human nervous system
State what neurone is
Identify the parts of the neurone
identify the different types of neurone
state the function of each type of neuron
compare and contrast the different types of
neuron.

state what receptors and effectors are.

state the functions of receptors and effectors.
explain with examples what a reflex action is.
describe a reflex arc.
illustrate the path taken by the reflex arc.

A student is able to:

o
o

explain what proprioceptors are

explain the importance of proprioceptors

Contextual
learning
Constructivism
Discussion

Contextual
learning

Constructivism
Discussion
Expeiment
simulations

o
o
o

Simulations
Contextual
learning

identify the main parts of the human brain

state the functions of each main part of the
human brain
explain what voluntary action is
give examples of voluntary action
explain what involuntary action is
give examples of involuntary action
explain the effects of injuries to specific parts
of the human brain.

Simulations
Discussion

Having
critical and
analytical
thinking

Being
respectful
and
well
mannered
Being
systematic
being
objectives

Being
respectful
and
well
mannered
Being
systematic
Being
objectives
Being
respectful
and
well
mannered
Being
systematic
Being
objectives

Being flexible
and
openminded
Appreciating
and practising
clean
and
healthy living

Thankful
god
Thinking
rationally

to

Thankful
god.

to

Thankful
god.

to

2/2/16
6/2/16

2.6
Understanding
hormonal
coordination in
the body

Carry out games such as match and win or puzzle to

identify the following:
a)
hormones and the main endocrine glands, i.e. the
putiutary gland, thyroid gland, adrenal gland,
pancreas, ovary and testis.
b) The hormones secreted by each of the main
endocrine glands
c)
Functions of the hormones secreted by each of the
main endocrine glands.
Draw a labeled diagram to show the locations of the
main endocrine glands in the human endocrine system.

A student is able to:

describe what a hormone is
describe what endocrine glands are
identify the main endocrine glands and their
respective locations in the body
state the functions of hormones secreted by the
endocrine glands
describe the effects of hormonal imbalance on
health

Simulation
Discussion
Constructivism

Mastery
learning
Contextual
learning
Inquirydiscovery

InquiryDiscovery
Discussion
Use
Technology

Being
thankful to
god.
Realising that
science is a
means to
understand
nature

Only adrenaline,
insulin, thyroxin,
estrogen,
progesterone and
testosterone are
required.

Realising that
science is a
means to
understand
nature

Being thankful
to god.

Thinking
rationally
Appreciating
and
practising
clean
and
healthy living

Being thankful
to god.

Thinking
rationally
Appreciating
and
practising
clean and
healthy living

Being thankful
to god.

Being thankful
to god.

Discuss the effects of hormonal imbalance on health

and present the information in a graphic organizer.
2.7
Analyzing
coordination
between the
nervous system
and the
endocrine system

Carry out an activity to compare and contrast nervous

coordination with hormonal coordination and present
the similarities and differences in a graphic organizer.

A student is able to:

Stimulate fright and flight situations or relate an

incident to discuss the following:

a)
b)

9/2/16
13/2/16

2.8
Evaluating
the
effects of drug
abuse on body
coordination and
health

2.9
Analyzing the
effects of
excessive
consumption of
alcohol on body
coordination and
health

coordination between the nervous system and the

endocrine system in producing a response to a
stimulus
the importance of coordination between the
nervous system and the endocrine system in
ensuring a smooth and appropriate response to a
stimulus.

compare and contrast nervous coordination

with hormonal coordination
explain with examples the coordination
between the nervous system and the
endocrine system in
response to a specific stimulus.
explain the importance of coordination
between the nervous system and the
endocrine system in response to a specific
stimulus

Invite a representative from Agensi Dadah Kebangsaan

(ADK), Polis Di Raja Malaysia (PDRM), Persatuan
Mencagah Dadah Malaysia (PEMADAM) or other
appropriate institutions to give a talk or an exhibition
on drugs, drug abuse and the effects of drug abuse on
body coordination and health.

A student is able to:

Students make presentations on drug abuse through

public speaking, exhibiting folio or multimedia Power
Point presentation.

Gather information from books, newspapers, magazines

or internet and discuss the following:
a)
examples of alcoholic drinks
b) effects of excessive consumption of alcohol on
body coordination (effect on reaction times) and
health
c)
the importance of avoiding excessive consumption
of alcohol

A student is able to:

list examples of alcoholic drinks
describe the effects of excessive consumption of
alcohol on body coordination
describe the effects of excessive consumption of
alcohol on health
justify the importance of avoiding excessive
consumption of alcohol

A student is able to:

state what mind is

identify factors that effect the mind
explain how substance abuse can effect the
mind
justify the importance of a healthy and sound
mind

o
o
o
o

define what drugs are

list examples of drugs
explain what drug abuse is
describe the effects of drug abuse on body
coordination
describe the effects of drug abuse on health

of

Use of
technology
Contextual
learning
Constructivism

Use of
technology
Contextual
learning
Constructivism

Present and exhibit the collected information.

2.10
Realizing the
importance of
sound and
healthy mind

Gather information from books, magazines, newspapers

and internet and discuss the following:
a)
the meaning of mind
b) factors that effect the mind, which include,
hormone imbalance, excessive consumption of
alcohol, drug abuse, mental stress and brain
injury.
c)
How hormone imbalance, excessive consumption
of alcohol and drug abuse can effect the mind.
d) The importance of a healthy and sound mind

Thinking
rationally
Appreciating
and
practising
clean
and
healthy living

THEME
LEARNING AREA
Weeks
23/2/15
27/2/16

: MAINTENANCE AND CONTINUITY OF LIFE

: 3 Heredity and Variation
Learning
objectives
3.1
Understanding
cell division

Suggested Learning Activities

View videos, computer simulations or charts to study
the following:
a)
gene, DNA and chromosome
b) mitosis and meiosis
Simulate the process of mitosis and meiosis.
Carry out an activity to compare and contrast mitosis
with meiosis and present the similarities and
differences in a graphic organizer.
Discuss the importance of mitosis and meiosis.

3.2
Understanding
the principles
and
mechanism of
inheritance

2/3/16
6/3/16

3.3
Understanding
sex
determination
and the
occurrence of
twins in
human beings

3.4
Understanding
mutation

Learning Outcomes
A student is able to:
state what genes, deoxyribonucleic acid (DNA) and
chromosomes are
describe the relationship between gene, DNA and
chromosome
state what mitosis is
state what meiosis is
describe the process of mitosis
describe the process of meiosis
compare the contrast mitosis and meiosis
explain the importance of mitosis and meiosis

Observe and identify dominant and recessive traits

among students and their family members.
Discuss the following:
a)
dominant genes and dominant traits
b) recessive genes and recessive traits

A student is able to:

View videos or computer simulations on genetic

experiments carried out by Gregor Mendel to study the
mechanism of trait inheritance.
Use schematic diagrams to illustrate monohybrid
crosses and predict the following using Mendels Law:
a)
genotype ratio of the first filial or F1 generation
and the second filial or F2 generation
b) phenotype ratio of the first filial or F1 generation
and the second filial or F2 generation.
View computer simulations, videos or charts and
discuss the following:
a)
sex chromosomes
b) determination of sex
c)
the occurrence of identical and non-identical twins
d) the occurrence of Siamese twins

Use schematic diagrams to illustrate the following:

a)
hoe sex is determined
b) how identical and non-identical twins are formed
Carry out an activity to compare and contrast with
identical twins and non-identical twins and illustrate
the similarities and differences in a graphic organizer.
Read and interpret data from books, articles, magazines
or Internet on Siamese twins.
View videos, computer simulations or charts and
discuss the following:
a)
mutation and types of mutation such as
chromosome mutations and gene mutations
b) Consequences of chromosome mutations in
humans such as Downs Syndrome, Klinefelters
syndrome, and Turners syndrome
c)
Consequences of gene mutations in humans such
as colour blindness and albinism.
Carry out an activity to test colour blindness among
pupils.
Discuss the sdvantages and disadvantages of mutation.

explain what dominant genes and recessive

genes are
identify dominant traits and recessive traits
in human
illustrate the mechanism of inheritance of
traits using schematic diagram
predict the genotype and phenotype
ratios of a monohybrid cross

Teaching & Learning

Strategies

Discussion

Simulations

Contextual
learning

explain what sex chromosomes are,

explain how sex is determined,
explain the formation of identical and non
-identical twins,
compare and contrast identical and no I
dentical
twins,
explain what Siamese twins are.

A student is able to:

A student is able to :

state what mutation is

state the types of mutation
list examples of mutation
identify causes of mutation
state the advantages and disadvantages of
mutation

Inquirydiscovery
Contextual
learning

Scientific Attitudes

Inquirydiscovery
Contextual
learning
Discussion
Simulations

Inquirydiscovery
Contextual
learning
Discussion
Simulations
Use of
Technology

Thinking
rationally
Appreciating
and
practising
clean and
healthy
living

Nobles Values
Names of the phase in
mitosis and meiosis are
not required.
Only briefly discussion
is required for the
following:
a) separation and
polarization of
chromosomes
b) functions of spindle
fibers and
centromeres
c)
formation of new
cell

Thinking
rationally
Appreciating
and
practising
clean and
healthy
living
Daring to try
Being
confident
and
independent

Being thankful
to god.

Having
critical and
analytical
thinking
Being
flexible and
open minded
Being kind
hearted and
caring

Being thankful
to god.

Appreciating the
balance of
nature

Change in genes and

chromosomes at the
molecular lever is not
required.

1ST MID TERM EXAMINATION

(6-13 MARCH 2016)
1ST MID TERM BREAK (14 - 22 MARCH 2016)
23/3/15
27/3/15

3.5
Evaluating the
effects of
genetic
research on
human life

Search the internet, read books, magazines and

newspapers for information on genetic research and
discuss the following:
a)
genetic research in the field of medicine, such as
the discovery of various types of hereditary
diseases and the latest techniques for treating
specific diseases
b) genetic research in the field of agriculture such as
genetically modified food (GMF), Human Genome
Project and cloning, selective breeding in plants
such as paddy, oil palm, papaya, durian, chili and
livestock such as dairy cow and chicken.
Discuss the following:
a)
selective breeding in plants and livestock
b) the importance of selective breeding in plants and
livestock
View videos or computer simulations on the technology
used for selective breeding.

A student is able to:

list the contributions of genetic research in

various fields
explain selective breeding in plants and
livestock
state the importance of selective breeding in
plants and livestock
describe the technology used for selective
breeding
present argument for an against genetic
research.

Inquirydiscovery
Contextual
learning
Discussion
Simulations
Use of
Technology

Thinking
rationally
Appreciating the
contribution
of science
and
technology

Inquirydiscovery
Contextual
learning
Discussion
Simulations
Use of
Technology

Being thankful to
god
Being diligent and
persevering

Discussion

Being responsible
about of oneself,
others and the
environment

Being thankful
to god.

Debate on genetic research and its effects.

Compile materials on genetic research in a scrap book.
3.6
Analyzing
variation
among living
things

3.7
Realizing the
need to adhere
to a code of
ethics in
genetic
research

Carry out activities to identify and classify variation

among students in class
Discuss the following:
a)
continuous variation and discontinuous variations
b) examples of continuous variations and
discontinuous variations
c)
factors which cause variation
d) the importance of variation
e)
Carry out an activity to compare and contrast
continuous variation and discontinuous variation and
illustrate the similarities and differences in a graphic
organizer.
Construct a family tree based on variation among family
members such as having straight or curly hair, being
right-handed or left-handed, the presence or absence of
ear lobes, and the ability to roll the tongue.
Read books ,articles, magazines or search the Internet
and discuss how misuse of knowledge in the field of
genetics can endanger life.
Discuss the importance of establishing and adhering to
ethics and morals in scientific research for the benefit of
mankind.

A student is able to:

state what variation is

list variation in humans
classify variation into continuous and
discontinuous
variation
compare and contrast continuous and
discontinuous
variation
identify factors that cause variation
explain the importance of variation

A student is able to:

explain how the misuse of knowledge in the field
of genetics can endanger life,
describe the importance of establishing and
adhering to ethics and morals in scientific
research for the benefit of mankind.

Being thankful
to god.
PEKA 1
PEKA 2

Being thankful
to god.

THEME
LEARNING AREA
Weeks
30/3/15
3/4/15

: MATTER IN NATURE
: 4 Matter and Substance
Learning
objectives
4.1
Analyzing
changes in the
states of matter

4.2
Understanding
the structure of
an atom

Suggested Learning Activities

Carry out an activity to observe changes in the states
of matter when heat is absorbed or released.
View videos or computer simulations and discuss the
following:
a)
the kinetic theory of matter
b) changes in kinetic energy of particles in matter
during heat change
c)
changes in the state of matter involving the
absorption or release of heat
d) changes in matter during melting, boiling,
condensation, freezing and sublimation based on
the kinetic theory of matter
Examine models, view computer simulations and
discuss the following:
a)
the structure of an atom
b) the subatomic particles namely proton, electron
and neutron

Learning Outcomes
A student is able to:

Draw a labeled diagram of a model of an atom.

6/4/15
10/4/15

4.3
Applying the
idea of proton
number and
nucleon number
in atoms of
elements

Carry out an activity to compare and contrast the

subatomic particles in terms of location, relative mass
and charge. Illustrate the similarities and differences
of subatomic particles in a graphic organizer.
Collect and interpret data on the following:
a)
proton number
b) nucleon number
c)
isotopes
Construct a table to show the relationship between the
number of protons, neutrons and electrons in an atom
and its proton number and nucleon number.
Discuss and make a generalization that atoms of
different elements consist of different numbers of
protons and electrons.
Discuss the following:
c)
isotopes
d)
examples of isotopes such as isotopes of
hydrogen and
carbon

4.4
Understanding
the classification
of elements in
Periodic Table

View computer simulations or charts and discuss the

following aspects of the Periodic Table:
a)
arrangement of elements based on increasing
proton number
b) group as vertical column containing elements
with similar chemical properties
c)
period as horizontal row containing elements
that change their chemical and physical
properties gradually from those reflecting metal
to those reflecting non-metal
d) locations of metal, non-metals and semimetals
Carry out a card game to fill up the missing elements
in the Periodic Table. The cards contain the following
details:

describe the structure of an atom

identify the subatomic particles
compare and contrast the subatomic
particles

A student is able to:

state what proton number is

state what nucleon number is
relate the number of protons, neutrons
and electrons in an atom to its proton
number and nucleon number
deduce the number of protons, electrons
and nucleons in atoms of different
elements
make a generalization on the numbers of
protons and electrons in atoms of
different elements
state what isotopes are
give examples of isotopes

A student is able to:

describe the arrangement of elements in

the Periodic Table

describe what is meant by groups and

periods in the Periodic Table

identify the locations of metals, nonmetals and semimetals in the Periodic

Table

state the importance of the Periodic Table

Scientific
Attitudes

Nobles Values

Realising that
science is a means
to understand
nature
Appreciating the
contribution of
science and
technology.

The kinetic theory of

matter should be
explained in terms of
particle movement
PEKA 3

contextual learning
contructivism
experiment
inquiry
discovery.

Realising that
science is a means
to understand
nature
Appreciating the
contribution of
science and
technology.
Daring to try
Being cooperative

contextual learning
contructivism
experiment
inquiry
discovery.
Peka

Realising that
science is a means
to understand
nature
Appreciating the
contribution of
science and
technology.
Daring to try
Being cooperative

Showing interest
and curiosity the
environment
Realising the
science is a means
to understand
nature

explain the kinetic theory of matter

relate changes in heat to changes in kinetic
energy of the particles in matter
explain the interconversion of the three states
of matter based on the kinetic theory of
matter

A student is able to:

Teaching &
Learning
Strategies
contextual learning
contructivism

inquirydiscovery.
Contextual
learning

Thankful to
god
Appreciate the
nature
Fair and just
cooperative

Thankful to
god
Appreciate the
nature
Fair and just
cooperative

Rationaly
Systematic
Flexible and
open minded

a)
proton number
b) nucleon number
c)
metal, non-metal and semimetal
Discuss the importance of the Periodic Table in terms
of:
a)
assisting in an orderly and systematic approach
to the study of elements
b) knowing the properties of the elements
predicting the properties and uses of elements
13/4/15
17/4/15

20/4/15
24/4/15

4.5
Understanding
the properties of
substances
based on the
particles present
in them

4.6
Understanding
the properties
and uses of
metals and nonmetals

View computer simulations or charts to study the

following:
a)
atoms, molecules and ions
b) substances which are made of atoms, molecules
and ions
c)
physical properties of substances made of atoms,
molecules and ions such as:
i)
physical state at room temperature
ii)
melting point
iii)
boiling point
iv)
electrical conductivity
d) arrangement of particles and the forces of
attraction between particles in substances made
of atoms, molecules and ions
Carry out an activity to study the melting point and
electrical conductivity of substances made up of:
a)
atoms such as lead
b) molecules such as sulphur
c)
ions such as lead bromide
Carry out an activity to compare and contrast
substances that are made of atoms, molecules and ions
based on their physical properties. Illustrate the
similarities and differences in graphic organizer.
Discuss the arrangement if particles and the forces of
attraction between particles in relation to the physical
properties of substances made up of atoms, molecules
and ions.
Carry out an activity to identify objects in the
classroom which are made of metals and non-metals
Collect and interpret data on the properties and uses
of metals such as iron, aluminum, zinc, cooper, lead,
tin, gold and non-metals such as carbon, sulphur and
chlorine.
Carry out an activity to compare and contrast the
properties of things made of metal and non-metal and
illustrate the similarities and differences in a graphic
organizer.

A student is able to:

describe what atoms, molecules and ions are

identify the particles in substances as atoms,
molecules
and ions
state examples of substances made of atoms,
molecules and ions
compare and contrast substances that are
made of atoms, molecules and ions based
on their physical properties
relate the physical properties of substances
made up of atoms, molecules and ions to
the arrangement of particles and the
forces of attraction between them

A student is able to:

list examples of metals and non-metals

list the properties of metals and non-metals
list the uses of metals and non-metals in
daily life
compare and contrast metals and nonmetals
based on their physical properties
relate the physical properties of metals and
nonmetals to their uses in daily life

Carry out an activity to study the physical properties of

metals and non-metals such as:
a)
luminosity
b) ductility
c)
malleability
d) tensile strength
e)
electrical and heat conductivity
Discuss the physical properties of metals and nonmetals relating to their uses in daily life.

Contextual
learning
Inquirydiscovery
Experiment
Discussion
Peka

Being honest
and accurate
in recording
and validating
data
Realising hat
science is
means to
understand
nature

experiment
contextual
learning
inquiry- discovery
discussion

Being honest
and accurate
in recording
and validating
data
Realising hat
science is
means to
understand
nature
Being
objective

Kind-hearted
and open
minded
Fair and just
Responsible
about the
safety of
oneself, others
and
environment
PEKA

Kind-hearted
and open
minded
Fair and just
Responsible
about the
safety of
oneself, others
and
environment
PEKA

27/4/15
1/5/15

4.7
Analyzing
methods of
purifying
substances

4.8
Appreciating the
existence and
uses of various
substances of
different
characteristics

Collect and interpret data on the following:

a)
characteristics of pure substances
b) different methods of purifications of substances
Carry out activities to study the following:
a)
how the presence of impurities such as salts
affects the boiling point of water
b) purification of substances by the following
methods:
i.
distillation, e.g. purifying alcohols from a
mixture of alcohol and water
ii.
crystallization, e.g. purifying salt from a
saturated solution of common salt
Gather information and discuss the following:
a)
Factors to be considered when selecting the
methods of purification. Examples are as follow:
i.
separating a liquid from a solution of a
solid in a liquid, such as producing pure
water from sea water
ii.
separating a liquid from a mixture of
miscible liquids such as removing ethanol
and water
iii.
separating insoluble impurities from a
soluble substance such as removing sand
and other impurities from salt
e)
methods of purification used in producing
substances
needed daily such as salt, sugar, petroleum
fractions and
distilled water
Discuss the following:
a)
how various substances of different
characteristics can be utilized to benefit mankind
b) the importance of the existence of various
substances of different characteristics

A student is able to:

state the characteristics of pure substances
describe the different methods of
purification of
substances
relate the characteristics of substances to the
methods of purification used
explain with examples the methods of
purification
used to produce substances used in daily life

A student is able to:

describe how man uses various substances of
different characteristics and states in
everyday life
justify the importance of the existence of
various substances of different
characteristics and states that benefit
mankind

experiment
inquiry- discovery
discussion

discussion
teaching and
learning methods

Being honest
and accurate
in recording
and validating
data
Having critical
and analytical
thinking
Daring to . try

Being honest
and accurate
in recording
and validating
data
Having critical
and analytical
thinking
Daring to . try

Honest
Cooperative
Kind-hearted
and open
minded
Fair and just
Responsible
about the
safety of
oneself, others
and
environment

Kind-hearted
and open
minded
Fair and just
Responsible
about the
safety of
oneself, others
and
environment

THEME
LEARNING AREA
Weeks
4/5/15
8/5/15

11/5/15
15/5/15

: ENERGY IN LIFE
: 5 Energy and Chemical Changes
Learning
Suggested Learning Activities
objectives
5.1
Understanding
physical and
chemical
changes

5.2
Analyzing heat
change in
chemical
reactions

Learning Outcomes

Discuss the following in terms of physical and

chemical changes:
a)
burning of paper
b) melting of ice
c)
change in colour of sliced apples
d) evaporation of water
Carry out the following activities to study physical and
chemical changes:
a)
heating iron with sulphur
b) burning magnesium in air
c)
mixing zinc with cooper sulphate solution
d) soaking clean iron nails in water until they rust
e)
heating cooper carbonate
f)
mixing potassium iodide with lead nitrate
g)
dissolving sugar in water
h) crystallizing sodium chloride from its saturated
solution
i)
heating iodine crystals in a closed container
j)
slow heating wax
Carry out an activity to compare and contrast physical
change and chemical change and illustrate the
similarities and differences in a graphic organizer.

A student is able to:

Carry out the following activities to study heat changes

in chemical reactions:
a)
dissolving ammonium chloride in water
b) dissolving sodium hydroxide in water
Discuss the following:
a)
the relationship between heat loss or heat gain
and changes in temperature
b) exothermic and endothermic reactions based on
changes in heat
View computer simulations then gather and interpret
data on heat changes that occur during industrial
chemical reactions, such as:
a)
the production of ammonia from ammonium
products
b) the production of sulphuric acid

A student is able to:

explain what physical change is

explain what chemical is
give examples of physical changes in daily life
give examples of chemical changes in daily life
compare and contrast physical changes and
chemical changes

state that chemical reactions involve heat change

identify reactions involving heat loss
identify reactions involving heat gain
relate changes in temperature of reactants to
exothermic reactions
relate changes in temperature of reactants to
endothermic reactions
explain through examples heat changes that
occur
during industrial chemical reactions

Teaching &
Learning
Strategies
discussion
teaching and
learning
methods

Scientific
Attitudes

discussion
teaching and
learning
methods
Experiment

Being honest
and accurate in
recording and
validating data
Having critical
and analytical
thinking
Daring to . try

Nobles Values

Kind-hearted
and open
minded
Fair and just
Responsible
about the safety
of oneself,
others and
environment
PEKA

Being objective
Thinking
rationally
Being
responsible
about the
safety of
oneself, others
and the
environment
Being honest
and accurate in
recording and
validating data

Rationally
Responsible
Honest
Fair and just

Being objective
Thinking
rationally
Being
responsible
about the
safety of
oneself, others
and the
environment
Being honest
and accurate in
recording and
validating data
Daring to try
Being objective

Systematic
Cooperative
Flexible

Caring

FIRST TERM EXAMINATION (15-22 MAY 2016)

FIRST TERM BREAK (30 MAY 2016 14 JUNE 2016)
15/6/15
19/6/15

5.3
Synthesizing
the reactivity
series of metals

5.4

Carry out activities to study the following reactions:

a)
sodium, calcium, magnesium, aluminum, zinc
and cooper with water
b) magnesium, aluminum, zinc and cooper with
dilute acids
c)
magnesium, aluminum, zinc and cooper with
oxygen
Carry out activities to compare and contrast the
reactivity of metals with water, acids and oxygen.
Illustrate the similarities and differences in a graphic
organizer.
Discuss and arrange metals in order of reactivity.
Collect and interpret data on the reactivity of metals
with oxygen to construct the reactivity series of metals.

A student is able to:

describe the reactivity of metals with water
describe the reactivity of metals with acids
describe the reactivity with oxygen
compare and contrast the reactivity of metals
with water, acids and oxygen
arrange metals in order of reactivity
construct the reactivity series of metals based
on
reactivity of metals with oxygen
identify the position of carbon in the reactivity
series

View computer simulations or videos on method of

A student is able to:

discussion
teaching and
learning
methods
Experiment

discussion

Applying the
concept of
reactivity
series of metals

22/6/15
26/6/115

5.5
Understanding
electrolysis

extracting metals from their ores and then carry out

the following activities:
a)
relate the position of metals in the reactivity
series to the method of extracting metals from
their ores, such as using carbon and by
electrolysis
b) discuss the process of extracting tin from its ore
Discuss the importance of reactivity series.
Carry out activities on electrolysis and discuss the
following:
a)
definition of electrolysis
b) what anode, cathode, anion, cation and
electrolyte are
c)
the process and product of electrolysis of an
electrolyte using carbon electrodes
d) use of electrolysis in electroplating metal objects

relate the position of metals in the reactivity

series to
the method of extraction of metals from their
ores
explain with examples the process of extraction
of a
metal from its ore using carbon
state the importance of the reactivity series
A student is able to:
state what electrolysis is
state what anode, cathode, anion, cation and
electrolyte are
describe the electrolysis of an electrolyte using
carbon electrodes
explain the uses of electrolysis in industry

teaching and
learning
methods
Experiment
Contextual

discussion
teaching and
learning
methods
Experiment
Contextual
Project

View computer simulations and study the following

processes:
a)
electrolysis of molten lead bromide using carbon
electrodes
b) electroplating objects made of iron with cooper

29/6/15
3/7/15

5.6
Understanding
the production
of electrical
energy from
chemical
reactions

View videos or computer simulations and discuss the

uses of electrolysis in industry, including the
extraction of metals, purification of metals and
electroplating
Carry out an activity to study the production of
electrical energy by a simple cell.
Examine various types of cell such as dry cells, leadacid accumulators, alkaline batteries, silver oxidemercury batteries and nickel-cadmium batteries and
discuss:
a)
their uses
b) in using advantages and disadvantages in using
each of these types of cells

A student is able to:

describe how a simple cell works
list the various types of cells and their uses
state the advantages and disadvantages of
various
types of cells

discussion
teaching and
learning
methods
Experiment
Contextual
Simulations

6/7/15
10/7/15

5.7
Understanding
chemical
reactions that
occur in the
presence of
light

Discuss the following:

a)
chemical reactions which require light for
example photosynthesis in green plants
b) the effect of light on photosensitive chemicals
Carry out an activity to study the effect of light on
photographic paper and silver chloride.
Discuss how photosensitive chemicals are stored by
relating to the effect of light on these chemicals.

A student is able to:

give examples of chemical reactions which
required
light
explain the effect of light on photosensitive
chemicals
explain why certain chemicals are stored in dark
bottles

10

discussion
teaching and
learning
methods
Experiment
Contextual
Contructivis
m

Thinking
rationally
Being honest
and accurate in
recording and
validating data

Being objective
Thinking
rationally
Being
responsible
about the
safety of
oneself, others
and the
environment
Being honest
and accurate in
recording and
validating data

Chemical equations
for reactions occurring
at electrodes are not
required.

Confident

Kind hearted

PEKA

Being objective
Thinking
rationally
Being
responsible
about the
safety of
oneself, others
and the
environment
Being honest
and accurate in
recording and
validating data
Being
cooperative
Being thankful
to god

Equations to show the

reactions
at
the
positive and negative
terminals of a simple
cell are not reqiured

Thank of god
Independent

Only a brief
description of splitting
of water molecules by
light energy in
photosynthesis is
required. Chemical
equations are not
required.

6/7/15
10/7/15

5.8
Appreciating
the innovative
efforts in the
design of
equipment
using chemical
reactions as
sources of
energy

Prepare folio and scrap book on the following topics:

a)
how energy obtained from chemical reactions
should be used efficiently to prevent wastage
b) how equipment utilizing chemical reactions as
sources of energy should be disposed to reduce
environmental pollution
Carry out a brainstorming session on new ways of
using chemical reactions as sources of energy for
equipment.
Carry out activities to illustrate good habits of using
and disposing equipment that uses chemical reaction
as a source of energy.

THEME
LEARNING AREA

A student is able to:

describe how energy obtained from chemical

reactions should be used efficiently to prevent
wastage
describe how equipment utilizing chemical
reactions as sources of energy should be
disposed
to reduce environmental pollution
give suggestions on new ways of using chemical
reactions as sources of energy for equipment
put into practice good habits when using and
disposing equipment that uses chemical
reaction
as a source of energy

contextual
learning

Being objective
Thinking
rationally
Being
responsible
about the
safety of
oneself, others
and the
environment
Being honest
and accurate in
recording and
validating data
Daring to try

Systematic
Honest
Fair and just
Responsible

: ENERGY IN LIFE
: 6 Nuclear Energy

WEEKS

Learning
objectives

13/7/15
17/7/15

6.1
Understandin
g radioactive
substances

Suggested Learning Activities

View computer simulations, videos or charts and
study:
a)
radioactive substances
b) radioactive radiations
c)
radioisotopes
Discuss the following:
radioactive substances
radioisotopes of carbon, cobalt and iodine the process
of
radioactive decay and the emission of alpha
particles, beta particles and gamma radiation
Carry out an activity to compare and contrast the
characteristics of the three types of radioactive
radiations, i.e. alpha, beta and gamma radiation in
terms of:
type of particles charge penetrating powers
Illustrate the similarities and differences in a graphic
organizer.

Learning Outcomes
A student is able to:

state what radioactive substances are

give examples of radioactive substances
describe the process of radioactive decay
name the three types of radioactive radiations
describe the characteristics of each type of
radioactive
radiation
compare and contrast radioactive radiations
explain what radioisotopes are
give examples of radioisotopes
explain the uses of radioactive substances

Teaching &
Learning
Strategies
Half-life is
not
required.
Contextual
Discussion
Experiment

Scientific
Attitudes

View computer simulations, videos or charts and

discuss the uses of radioactive substances in the
following fields:
a)
agriculture
b) medicine
c)
archaeology
d) industry
e)
food preservation
Access websites or visit Malaysian Institute of Nuclear
Technology (MINT) to collect information on
radioactive substances and nuclear energy.

11

Being objective
Thinking
rationally
Being
responsible
about the
safety of
oneself, others
and the
environment
Being honest
and accurate in
recording and
validating data
Having
interest and
curiosity the
environment

Nobles Values

Caring
Flexible
Cooperative

20/7/15
24/7/15

6.2
Understandin
g the
production of
nuclear
energy and
its uses

View computer simulations, videos or charts and

discuss the production of nuclear energy through the
following:
a)
fission
b) fusion
Discuss the process of generating electricity from
nuclear energy.
Read articles and do a group presentation on the
following:
the uses of nuclear energy the effects of nuclear energy
production

27/7/15
31/7/15

6.3
Awareness of
the need for
proper
handling of
radioactive
substances

Read articles, view videos or charts and discuss the

following:
a)
Chernobyl nuclear disaster and other nuclear
disasters
b) Handling of radioactive substances and
radioactive waste
Discuss the following:
i.
the short term and long term effects of
radioactive substances on living things
ii.
the need for proper handling of radioactive
substances and radioactive waste

A student is able to:

describe the production of nuclear energy through
fission
describe the production of nuclear energy through
fusion
state the uses of nuclear energy
describe the process of generating electricity from
nuclear energy
explain the effects of nuclear energy production

Half-life is
not
required.
Contextual
Discussion
Experiment

Being objective
Thinking
rationally
Being
responsible
about the
safety of
oneself, others
and the
environment
Having
interest and
curiosity the
environment
Being objective
Thinking
rationally
Being
responsible
about the
safety of
oneself, others
and the
environment
Having
interest and
curiosity the
environment

A student is able to:

state the effect of radioactive radiations on living
things
describe the correct way of handling radioactive
substances and waste
explain the need for proper handling of radioactive
substances and radioactive waste

Debate on the need to have nuclear power stations.

THEME
LEARNING AREA

Responsible
Honest
Rationally

Responsible
Well- mannered
Healthy living

: ENERGY IN LIFE
: 7 Light, Colour and Sight

Weeks

Learning
objectives

3/8/15 7/8/15

7.1
Synthesizing
the formation
of image by
plane mirrors
and lenses

Suggested Learning Activities

Carry out activities to observe the following:
a)
images formed by a plane mirrors
b) image formed by convex and concave lenses
Carry out an activity to compare and contrast images
of distant objects formed by convex and concave
lenses. Illustrate the similarities and differences in
graphic organizer.
Use computer simulations, videos or charts to
demonstrate the construction of ray diagrams.
Draw ray diagrams for light passing through:
a)
convex lens with objects located at various
distances
b) concave lens
Label the following on the ray diagrams:
a)
principals axis
b) optical centre
c)
focal point
d) focal length
e)
object distance
f)
image distance
Discuss how characteristics of images formed by
convex lenses vary with object distance.
Plan and carry out an activity to determine the focal
length of a convex lens.

Learning Outcomes
A student is able to:
state the characteristics of images formed by a
plane
mirror
state the characteristics of images formed by a
convex
lens
state the characteristics of images formed by a
concave
lens
compare and contrast images of distant objects
formed
by convex lenses and concave lenses
draw a labeled ray diagram to show the formation
of
image by light rays passing through a convex lens
draw a labeled ray diagram to show the formation
of
image by light rays passing through a concave lens
Draw ray diagrams to explain how characteristics
of
images formed by convex lenses vary with objects
distance
determine the focal length of a convex lens

12

Teaching &
Learning
Strategies
discussion
teaching and
learning
methods
Experiment
Contextual
Contructivism

Scientific Attitudes

Having interest
and curiosity the
environment
Thinking
rationally
Being diligent
and persevering
Being kind heart
and caring

Nobles Values

Rationally
Cooperative
Daring to try
Honest

3/8/15 7/8/15

7.2
Synthesizing
the formation
of image by
optical
instruments

Investigate the image formed in a camera using a pinhole camera with and without lens.
Construct a simple periscope and telescope. Discuss
the formation of image by these optical instruments.
Use computer simulations to demonstrate
construction of ray diagrams for the light rays passing
through the eye and optical instruments.

10/8/15 14/8/15

7.3
Analyzing
light
dispersion

Based on the simulations, draw and label ray diagrams

to show the formation of images in the following
optical instruments:
a)
camera
b) periscope
c)
telescope
d) eye
Discuss the similarities and differences between
camera and eye in terms of focusing and controlling
the amount of light.
Examine a model camera and relate its structure and
functions to those of the eyes.
Carry out activities to investigate the following:
a)
light dispersion using a prism
b) rainbow formation
Discuss what light dispersion is.
Use computer simulations to demonstrate light
dispersion.
Draw a labeled diagram to show dispersion of light.
Discuss light dispersion in a phenomenon, such as the
formation of rainbow.

7.4
Analyzing
light
scattering

Carry out an activity to study light scattering and its

effect.
Use computer simulations to demonstrate the process
of light scattering.
Discuss light scattering in phenomena such as blue
skies and red sunset.

A student is able to:

identify the parts of optical instruments involved
in
image formation
draw ray diagrams for light rays passing through
an
optical instruments
compare and contrast the mechanisms in focusing
and
controlling the amount of light that enters human
eyes
and a camera
explain the structure and function of various parts
of the
eye using a camera as analogy

A student is able to:

state what light dispersion is
explain through examples how dispersion of light
occurs

discussion
teaching and
learning
methods
Experiment
Contextual
Contructivism
Inquirydiscovery

discussion
Experiment
Contextual
Contructivism

A student is able to:

state what light scattering is
give examples of phenomena related to light
scattering
explain through examples how scattering of light
occurs in natural phenomena

discussion
teaching and
learning
methods
Experiment
Contextual
Contructivism

Being objective
Thinking
rationally
Being
responsible
about the safety
of oneself,
others and the
environment
Having interest
and curiosity the
environment
Having critical
and analytical
thinking

PEKA

Being
responsible
about the safety
of oneself,
others and the
environment
Having interest
and curiosity the
environment

Responsible
Independent
Thankful to god

Being objective
Thinking
rationally
Being
responsible
about the safety
of oneself,
others and the
environment
Having interest
and curiosity the
environment

Responsible
Honest
Daring to try
Thankful to god

Being objective
Thinking
rationally
Being
responsible
about the safety
of
oneself,
others and the
environment
Having interest
and curiosity the
environment

Thankful to god
Responsible
Honest
PEKA

SECOND MID TERM EXAMINATION (14 AUGUST - 21 AUGUST 2015)

24/8/15 28/8/15

7.5
Analyzing the
addition and
subtraction of
coloured light

Carry out an activity to introduce primary and

secondary colours.
Carry out activities to:
a)
investigate the addition of primary colours to
form
secondary colours
f)
investigate the effect of primary and secondary
coloured filters on white and coloured light

A student is able to:

identify primary and secondary colours

explain how addition of primary colours
produces
secondary colours
explain the subtraction of colours by coloured
filters

discussion
teaching
and
learning
methods
Experiment
Contextual
Contructivism
Simulation

Use computer simulations to demonstrate the addition

and subtraction of coloured lights.
Discuss the following:
a)
how secondary colours are obtained from the
addition
of primary colours

13

24/8/15 28/8/15

1/9/15 4/9/15

7.6
Applying the
principle of
subtraction of
coloured light
to explain the
appearance
of coloured
objects

7.7
Analyzing the
effect of
mixing
pigments

b)
subtraction of coloured lights by coloured filters
Carry out activities to observe and study the colour of
objects under white and coloured lights.
View computer simulations and discuss the
subtraction of coloured lights by coloured objects.
Discuss the following:
g)
functions of rod and cone cells
c)
the appearance of coloured objects under white
and
coloured light
Carry out activities to observe and study pigment and
the effect of mixing pigments.
View computer simulations and discuss the mixing of
pigments and the effects of pigments on light.
Carry out an activity to compare and contrast the
mixing of pigments with the addition of coloured
lights. Illustrate the similarities and differences in a
graphic organizer.

A student is able to:

explain subtraction of coloured lights by coloured
objects
explain the appearance of coloured objects under
white
light
explain the coloured objects under coloured lights
state the function of rod and cone cells in eye

discussion
Experiment
Contextual
Contructivism

Being objective
Thinking
rationally
Being
responsible
about the safety
of
oneself,
others and the
environment
Having interest
and curiosity the
environment
Being objective
Thinking
rationally
Being
responsible
about the safety
of
oneself,
others and the
environment
Having interest
and curiosity the
environment

Rationally
Healthy living
Respectful

Confident
Flexible
PEKA

Being
responsible
about the safety
of
oneself,
others and the
environment

Having interest
and curiosity the
environment

Being objective
Thinking rationally
Being
kind-hearted
and caring

Thankful to god
Critical thinking
Responsible

Thankful to god
Critical thinking
Responsible

A student is able to:

state what pigment is
list the use of pigments
compare and contrast the mixing of pigments
with the
addition of coloured lights
explain through examples the effects of pigments
on
light
make conclusion about the mixing of pigments

discussion
Experiment
Contextual
Contructivism

Based on the above activities, make conclusions about

the mixing of pigments and discuss the uses of
pigments.

7.8
Evaluating
the
importance
of colour in
daily life

View computer simulations or videos to gather

information and discuss the following:
a)
the uses of colour in printing, electrical wiring,
traffic
lights, symbols and signals
h)
the importance of colour to humans, animals
and plants

A student is able to:

list the uses of colour in daily life
state with examples the importance of colour to
living
things
justify the importance of colour to living things

discussion
Contextual
Contructivism

discussion
Experiment
Contextual
Contructivism

Discuss what life is like without colour.

7.9
Appreciating
the benefits
of
various
types
of
optical
instruments
to mankind

Discuss the advantages of having various kinds of

optical instruments such as:
a)
to overcome the limitation of the sense of sight
b)
extending the capability or power of vision
c)
increasing human knowledge and understanding
about nature

A student is able to:

relate the inventions of various types of optical

instruments to their contributions to mankind

14

THEME
LEARNING AREA

: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

: 8 Chemicals in Industry

Weeks

Learning
objectives

Suggested Learning Activities

7/9/15 11/9/15

8.1
Understandi
ng the
properties of
alloys and
their uses in
industry

Examine things made of alloys and discuss their

composition, properties and uses.
Collect and interpret data on the following:
i)
what an alloy is
j)
examples of alloys
c)
composition, properties and the uses of
various alloys
including steel, pewter, bronze, brass and
duralumin.
View videos or computer simulations and
discuss:
k)
how formation of alloys can change the
properties of
metals, such as to increase hardness,
prevent
corrosion and improve appearance
l)
what superconductor alloys are
Discuss the importance of alloys in industry.
Collect and study products labeled to identify the
ammonium compounds present.
Discuss the uses of ammonia and its compounds
in the making of substances such as fertilizers,
nitric acid, colouring, cleaning agents and
explosives.
View videos or computer simulations to gather
and interpret data on the following:
m) the process of producing ammonia in
industry
n)
factors which affect the optimum
production of ammonia such as
temperature, pressure and catalysts
Draw a flow chart to show the production of
ammonia.
Collect and interpret data on the large scale uses
of ammonia in industry such as manufacturing
fertilizers and nitric acid.
Carry out an activity to prepare ammonium
fertilizer such as ammonium sulphate,
ammonium nitrate and ammonium phosphate.

8.2
Analyzing the
production
and uses of
ammonia in
industry

Learning Outcomes
A student is able to:
State what an alloy is
give examples of alloys
explain how the formation of alloy can change the
properties of metals
relate the changes in the properties of metals when
they are converted to alloys to the arrangement of
particles in the alloys
relate the properties of alloys to their uses in daily life
describe the importance of alloys in industry
state what superconductor alloys are

Teaching &
Learning
Strategies
discussion
Contextual
Contructivis
m
Simulation

Scientific Atti
tudes

A student is able to:

list the uses of ammonia and its compounds in daily

life
describe how ammonia is produced in industry
state the factors which affect the production of
ammonia in industry
state the industrial uses of ammonia
describe how ammonia is used to produce ammonium
salt fertilizers and urea

discussion
Contextual
Contructivis
m
Simulation

15

Nobles Values

Being
responsible
about the
safety of
oneself,
others and
the
environment
Having
interest and
curiosity the
environment
Appreciating
the balance
of nature

Appreciating
Responsible
PEKA

Being
objective
Thinking
rationally
Being
responsible
about the
safety of
oneself,
others and
the
environment
Having
interest and
curiosity the
environment
Having an
interest and
curiosity
towards the
environment

Thankful
god
Diligent

to

14/9/15 18/9/15

8.3
Analyzing the
effects of
industrial
waste
disposal on
the
environment

8.4
Realizing the
need for
preservation
and
conservation
of the
environment
from
industrial
waste
pollution for
the wellbeing of
mankind

View videos or computer simulations to gather

and interpret data on environmental pollution
arising from:
a)
burning of fossil fuels
b)
disposal of industrial waste such as
toxic substances from the chemical
industry, radioactive waste, oil palm
and rubber waste from the
agricultural industry
c)
effects of improper industrial waste
disposal on the
environment
d)
methods of controlling industrial
waste disposal to avoid
environmental pollution
Discuss and relate the effects of improper
disposal of industrial waste to the survival of
living things.
Select an industry and do a presentation on how
wastes are managed in the industry.

A student is able to:

View videos or computer simulations on

industrial waste pollution and its effects on
environment.

A student is able to:

Discuss:
e)

consequences of uncontrolled and

haphazard disposal of industrial
waste
f)
the need to treat industrial pollution
seriously in order to preserve and
conserve the environment
g)
the importance of practicing
responsible way of
disposing industrial waste

identify manufacturing activities which are sources of

pollution
explain the effects of improper industrial waste
disposal
relate the effects of industrial waste disposal to the
survival of living things
state with examples the methods of controlling
industrial waste disposal to avoid pollution

describe the consequences of uncontrolled and

haphazard disposal of industrial waste
explain the importance of practicing responsible way
of disposing industrial waste

discussion
teaching and
learning
methods
Contextual
Contructivis
m
Mastery
learning

discussion
teaching and
learning
methods
Contextual
Contructivis
m
Mastery
learning

Being
responsible
about the
safety of
oneself,
others and
the
environment
Having
interest and
curiosity the
environment

Confident
Responsible
Systematic

Being
responsible
about the
safety of
oneself,
others and
the
environment
Having
interest and
curiosity the
environment
Appreciating
the balance
of nature

Respectful
Responsible
Thankful to
god

SECOND MID TERM BREAK (19 SEPTEMBER - 27 SEPTEMBER 2016)

FORM 5 SYLLABUS

THEME : NUTRITION AND FOOD PRODUCTION

LEARNING AREA : NUTRITION
28/9/16 - 2/10/16

2.1 Evaluating the

importance of
taking good
nutrition and
practicing good
eating habits.

Identify the calorific values of the different Carry out activities to determine the following:
classes of food,
(a) the calorific values of the different classes of food,
(b) the calorific values of meals taken for breakfast, lunch and dinner.
Estimate the calorific values in various
Group discussion and presentation on the importance of taking good
meals
nutrition and practicing good eating habits.
Explain the factors that affect total calories
required by an individual,
Relate health problems to nutrition and
eating habits,

16

Evaluating
Predicting

 Justify the importance of taking good

nutrition and practicing good eating
habits.

28/9/16 - 2/10/16

5/10/15 - 9/10/15

2.2 Analysing the

nutrient
requirements of
plants

State what macronutrients are,

List macronutrients,
State what micronutrients are,
List micronutrients,
State the effects of nitrogen, phosphorous,
and potassium in plant growth.

2.3 Analysing
nitrogen cycle and
its importance

describe the nitrogen cycle,

explain the processes involved in nitrogen
cycle,
explain the importance of nitrogen cycle.

2.4 Appreciating
the importance of
having good
nutrition

Practice healthy eating habits,

Plan how to manage food resources to
avoid wastage,
Describe the benefits of having healthy
eating habits.

Gather information from books, magazines and internet and:

(a) discuss what macronutrients are,
(b) give a list of macronutrients,
(c) discuss what micronutrients are,
(d) give a list of micronutrients.
View videos or computer simulations and discuss :
(a) the effects of nitrogen, phosphorous and potassium deficiency on
plant growth,
(b) the major functions of nitrogen, phosphorous and potassium in plant
growth.
View videos or computer simulations and discuss :
(c) the nitrogen cycle,
(d) the processes involved in the nitrogen cycle,
(e) the importance of nitrogen cycle.
Draw a labeled diagram of nitrogen cycle.
Plan and practice taking healthy daily meals,
Propose ideas on how to manage food resources to avoid wastage. Make a
plan based on the proposed ideas.
Discuss the benefits of having healthy eating habits.

Analyzing

Relating

Analyzing

Evaluating

THEME : BALANCE AND MANAGEMENT OF THE ENVIRONMENT

LEARNING AREA : PRESERVATION AND CONSERVATION OF THE ENVIRONMENT
12/10/16 - 15/10/1

3.1 Analysing
balance in nature

3.2 Analysing the

effects of
environmental
pollution

Describe what balance in nature is,

State the natural cycles that help to
maintain balance in nature,
Explain how these natural cycles help to
maintain balance in nature,
Explain how food webs help to maintain
balance in nature,
Explain with examples the effects of
natural disasters on balance in nature,
Suggest ways to maintain balance in
nature.
identify the sources of environment
pollution,
explain the effects of environmental
pollution,
describe global warming,
relate greenhouse effects to global
warming,

Visit a garden and carry out the following activities:

(a) list the organisms,
(b) draw a food web,
(c) discuss the role of food webs in maintaining balance in nature.
Gather information from books, magazines, newspapers and internet on
natural disasters. Present and discuss :
(a) the effects of natural disasters on balance in nature,
(b) ways to maintain the balance in nature.

Analyzing

Gather information from books, magazines, newspapers and internet and

discuss :
(a) the sources of environmental pollution,
(b) the effects of environmental pollution from the aspect of:
(i) human health,
(ii) habitats and nature,
(iii) the extinction of species,

Generate ideas

17

Making generalization

Relating

 state what ozone layer is,

explain the importance of ozone layer,
state the chemicals that damage the ozone
layer,
list the sources of chemicals that can
damage the ozone layer,
explain how damaging ozone layer affects
living things.

(iv) the loss of economic resources.

View videos or computer simulations and discuss :
(a) global warming,
(b) greenhouse effects and its relation to global warming,
(c) ozone layer and its importance,
(d) chemicals such as CFC and oxides of nitrogen that can damage the
ozone layer,
(e) chemicals in Styrofoam coolant and aerosol that can damage the
ozone layer.

FINAL EXAMINATION OF THE YEAR (16 OCTOBER - 23 OCTOBER 2015)

26/10/16 - 30/10/16

3.3 Synthesizing state the importance of preservation and

the idea of
conservation of the environment,
preservation and generate ideas on environmental pollution
conservation of the
control,
environment and explain with examples how preservation
pollution control
and conservation of the environment can
contribute to a clean and healthy
environment.
3.4 Evaluating the Generate ideas on proper ways to manage
importance of
natural resources in order to maintain
proper
balance in nature,
management of
Explain with examples the effects of
natural resources in
improper management of natural
maintaining
resources,
balance in nature. Justify the need for proper management of
the environment.
3.5 Practising
practice good habits to preserve and
responsible
conserve the environment.
attitudes to
preserve and
conserve the
environment

View videos on environmental preservation and conservation and discuss

the importance of preservation and conservation of the environment.
Carry out a project to study :
(a) what efforts are taken to preserve and conserve the environment,
(b) what are the impacts produced by these efforts.

Synthesizing
Generate ideas

Evaluating
Discuss proper ways of managing natural resources to maintain balance in
nature,
View videos or computer simulations and write a report on
(a) the effects of improper management of natural resources,
(b) the need for proper management of the environment.

Generate ideas

Plan and practice good habits to preserve and conserve the environment
through the following activities:
(a) awareness campaigns on reducing, reusing and recycling,
(b) jungle trekking to appreciate the beauty of nature and an unspoilt
environment,
(c) adopt part of an area to practice responsible and caring attitudes to
preserve and conserve,
(d) write a proposal on how to preserve and conserve the environment in
a local community.

Problem solving

SCHOOL HOLIDAY

18

Evaluating