SCIENCE YEAR ONE

YEARLY LESSON PLAN (2010)

Week Learning objective Suggested learning Learning outcomes Notes Vocabulary

activities
1 Orientation week Introducing into science -
subject

2 Orientation week Introducing into science

syllabus

3 LEARNING ABOUT
LIVING THINGS

1.0 Overselves

Pupils should learn Head, body, arm(s),

1.1 the names of Pupils say the names of Pupils leg(s)
different parts of the different parts of the -identify parts of the Eye(s), ear(s), nose,
body body body mouth

4 1.2 the fives senses and Pupils carry out Say the they use their: Pupils may say that Hand(s), foot(s)
the parts of the body activities using their - eyes to see they use their hands or
linked with each senses e.g: - ears to hear finger to feel. Accept Finger(s), toe(s)
sense. - looking at - nose to smell this answer but help.
pictures - tongue to taste Them to realize that See, hear, smell, taste,
- listening to - skin to touch and feel they can also feel things touch, feel
sounds from a tape with their parts of their
smelling soap body
- tasting sweet
and salty food
- touching an
object with their
eyes closed to guess
what the object is

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5 1.3 to link health with Pupils carry out - practice good daily Remind pupils to Brush, teeth, bath,
good habits activities and talk about habits. Give reason for practice good habits breakfast.
good habits. For practising the habits. such as washing their
examples, brushing hands before eating and
their teeth, taking their after using the toilet.
bath, washing their
hands

6 1.4 That they are Pupils talk about meal - Name different foods Remind pupils that they Vegetables, fruits, rice,
different types of times,-breakfast, lunch, such as rice, bread, also need to drink a lot fish, chicken, eggs,
foods. tea and dinner and the vegetables, fruits, fish, of water. milk, breakfast, luch,
different foods and chicken eggs, milk. tea, dinner, drink
drinks that they are take
at each meal.

UJIAN PENGESANAN 1

8 1.5 To link eating good Pupils talk about - State that we need to Healthy, grow
foods with good choosing foods that eat and drink to grow
health. help them to grow and and be healthy
the healthy - State that we need to
eat at the appreciate
times
- Identify healthy foods
such as vegetables, Pupils draw pictures of
fruits healthy food

9 2.0 Animals

Pupils should learn

2.1 the names of Pupils look at pictures - know the names of Use flash cards Animals
different animals and name the different different types of
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 animals animals . Cat, dog, cow, goat, fly,
butterfly, an, fish, bird,
Pupils match animals to snake, frog,
their names

10 Pupils imitate animal - A cow moos, a bird Moos, tweet, hisses,

sound and movements tweets, a snake hisses, a croak
frog croaks.
Pupils make animals Flies, glides. jumps
using playdough A butterflies flies, a
snake glides, a frog
jumps

11 2.1 the names of Pupils look at pictures - identify different types Ears, eyes, nose, beak,
different parts of and say the different parts of animals mouth, wing, legs, tail,
animals parts of animals. fin, horns

Pupils complete -
pictures of animals by
drawing the missing
animals parts

12 Pupils labels the - communicate

different parts of observations through
animals drawing or
descriptions Pupils must be
Pupils walk around the supervices during the
school compound to walk around the school
look the animals compound. Remind
them not to touch any
Pupils draw and talk animals or disturb the
about what they see places they lives
during their walk

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13 2.2 Where animals live Pupils talk about where - State where different House, farm, field, tree,
different animals animals live grass, pond, soil, forest

Pupils look at pictures

and match animals to
their homes

14 3.0 plants

pupils should learn Pupils walk around the communicate Pupils must be
3.1 the names of school compound to observations through supervised during the
different plants look at different plants. drawings of description activity. They must be
Pupils point and say the careful when touching
names of different plants
plants

Pupils draws and talk know the names of

about the different different plants
plants they see

15 3.2 the names of Pupils says the different - Identify different parts Pupils may collect Stem, branch, leaf,
different parts of plants parts of plants of plants small plants to study the flower, fruits, root
different parts. Fruits
Pupils label the can be cut open to look
different parts of a at the seeds.
plants

Pupils collect different

leaves, flowers and
small plants to press
and make into cards or
paste into their scrap
book.

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16 3.3 the plants need Pupils look at a wilted - state that plants need Accept all the reasons Water, wilted, revived
water to grow plant and suggest water to grow suggested by pupils and
reasons why the plant have them test the
has wilted. answers

They suggest how the

wilted can be revived.

17 3.4 that plants need Pupils look at the two - state that plants need Accept all the reasons Sunlight,
sunlight to grow plants, one that has sunlight to grow. suggested by pupils and
been kept in the have them test the
cupboard and another answers
by a window.

Pupils suggest reasons

for the differences in
the appearance of the
plants.

18 3.5 that plants grow Pupils grow plants from - state that plants Pupils use strips of Seed, taller, more
seeds. E.g: balsam, grow by comparing paper to show
green bean, chilly. the height and number difference in height
Pupils look after and of leaves.
observe the seedlings - Communicate
daily. Pupils record observation through
their observation the drawings and
form of drawing. description

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21 LEARNING ABOUT
THE WORLD
AROUND US

1.0 using our senses

pupils should learn Pupils walk around the Identify different Red, blue, green,
1.1 about different school compound and colours yellow, white, black,
colours identify as many object purple, brown, orange,
of different colours of pink
possible e.g a purple
flower, a green leaf, a
red car, a blur dress

Pupils group object

according to their
colours.

Pupils create a collage

using different coloured
seeds and spices

22 1.2 about different Pupils walks around the - identify different Tringle, square,
shapes school compound and shapes rectangle, circle
identify as many objects
of different shapes as
possible

Pupils group objects

according to their
shapes

23 1.2 about different Pupils create a picture - identify different Small, big
shapes or a model using shapes and colours
different shapes and
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 colours

Pupils look around the

classroom and identify
small and big object

24 1.3 about different sizes Pupils identify animals - differentiate size, big The model can be in the Big, small
and group them into big and small form of playdough
animals and small model or origami
animals

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UJIAN PENGESANAN 2
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26 1.4 to group objects Pupils observe objects - recognize the Use the same objects Same, different
using different criteria of different colours, similarities and when grouping
shapes and sizes and differences between according to colour,
group them accordingly objects and group them shape and sizes
accordingly

27 1.5 about different Pupils listen and - identify different Pupils are asked to be
sound identify the different sounds. quiet and close their
sounds in their eyes.
surrounding

Pupils draw and

describe the things that
make the sound they
hear

28 Pupils listen to sounds

of musical instruments
e.g. recorder, piano,
xylophone, tambourine,
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 and say how the
instruments produce the
sounds

Pupils name the - pupils name the

instrument that is instruments that is
making the sound. making sounds.

29 Pupils make musical - say how the Beat, pluck, blow,

instruments using instruments make a shake
everyday object e.g. an sound
empty tissue box

Pupils play musical - describe sound

instruments softly and Soft, loud
then loudly. Pupils
describe the sound as
soft or loud

30 Pupils play all the - recognize that some Pupils should be Noisy, quite
musical instruments at sound are nice to warned that loud sounds
the same time loudly. listen to san some are can damage the ear and
Pupils describe the not disturb other people
sounds as noisy

Pupils play a tune

together using their
instruments. Pupils
describe the sound they
make.

Pupils talk about the - recognize sound

use of sound in the created for specific
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 surrounding e.g siren, purpose
alarm, school bell

31 1.6 about different Pupils smell things that - say whether a thing Smells are subjective. It Nice, smell, bad smell
smell have been placed inside has a smell is for the child decide
boxes. Pupils say whether a smell is ice or
whether they can smell bad.
the things in the inside
the boxes. Pupils open
the boxes and say the
name of things that
have a smell

Pupils group the - group things

contents of the boxes according to their
into nice and bad smell smell; nice, bad

32 1.7 about different taste Pupils taste things such differentiate between Hot, spicy and no taste Sweet, salty, sour, bitter
as - sweet and salty are not consider as
a) sugar and salt - sour and bitter taste.
b) lemon and bitter
gourd Food should be kept in
clean containers
pupils draw the food
they taste and label Make sure pupils wash
them as sweet or salty, their hands before
sour or bitter touching the food

33 1.8 about different Pupils touch and feel Say whether object are: Safety precaution: Hard, soft, rough,
properties and objects and describe - Rough or smooth smooth, hot, cold, light,
conditions of they as: - Hard or soft Remind pupils not heavy.
materials through - rough or smooth - Hot or cold touch things that are hot
touch - hot or cold - Light or heavy
- light or heavy

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34 1.9 That they use their Pupils guess objects in Say that they smell, Help pupils realize that
senses to identify the boxes by: touch, taste, feel, hear they usually need to use
objects - Shaking and see to identify the more that one sense to
- Touching and objects identify the objects
feeling
- Smelling

Pupils take the objects

out of the boxes and
confirm their guesses
by seeing and tasting

35 2.0 findings out things

that float and sink

pupils should learn

2.1 that some things Pupils collect different - identify things that Float, sink
float and some things objects such as rulers, float and things that
sink erasers, pebbles, leaves sink
and sticks. Pupils guess
whether they will sink
or float.

36 Pupils test their guesses - Know that things Do not use glass bottles
by putting the objects that sink can be
into water or placing made to float and
the objects in a basin things that float can
and then pouring water be made to sink
into basin

Pupils test to see if

objects the float can be
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 made to sink and vice-
versa

37 3.0 Findings out about

light and dark

Pupils should learn

3.1 about light and dark Pupils sit under a table - Differentiate Discuss the difference Light, dark
that has been covered between light and between sitting under
with a piece of dark dark the table and sitting in
cloth the classroom

38 Pupils look at an object - say that you need light Discuss with pupils
e.g. a red pencil, blue to see how well they on see at
pen, a green leaf in the night
light box with the torch
light switching on and
off

Pupils describe what

they see

Pupils open the light

box and look at the
object.

39 Pupils go outside the Explain why they can Help pupils to realize Torch light
class and observe see an object clearly that they can see things
shadows without the help of a clearly because of there
torch light is light.
Pupils try to change the shadow
shape of their shadows See how they can make
a shadow
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