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SM LOK YUK KOTA KINABALU (CF)

YEARLY LESSON PLAN 2019


SCIENCE KSSM FORM 1

CONTENT
WEEK LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD

WEEK 1
INTRODUCTION WEEK *1/1(Tuesday) – Happy New Year
1/1-4/1

THEME 1: SCIENTIFIC METHODOLOGY


LEARNING AREA: 1. INTRODUCTION TO SCIENTIFIC INVESTIGATION

A student is able to:


1.1 Science is
part ofdaily life. TP 1 : Recall the knowledge and science  Discuss daily life activities that lead to
1.1.1 relate daily activities to Science skills on the definition of science, science
. the definition of Science.
laboratory, physical quantities and units,
1.1.2 generalise the meaning of Science. the use of measuring instruments, density  Students generalise science as a
and steps in scientific investigation. discipline that involves systematic
1.1.3 summarise the importance of science in observation and experiments on
everyday life. TP 2 : Understand the definition of natural phenomena.
science, science laboratory, physical  Brainstorm ideas using concept maps
1.1.4 describe the fields of Science. quantities and units, the use of measuring
such as i-
Think concerning:
instruments, density and steps in scientific ● the importance of science in
1.1.5 communicate about careers in Science. investigation and able to explain their understandingourselves and
understanding. the environment to admireGod's
1.1.6 relate subjects to be studied with science
WEEK 2 creations.
7/1 -11/1 careers of interest. TP 3 : Apply the definition of science, ● fields of science and examples of
science laboratory, physical quantities and field ofscience such as
1.1.7 describe innovation in technology. units, the use of measuring instruments, zoology, astronomy,microbiology,
density and steps in scientific investigation geology, physiology,
botany,engineering, pharmacology,
to accomplish simple task.
oceanography,forensics
etc.
TP 4 : Analyse the entire scientific ●careers in the field of science
investigation process conducted to ● subjects to be learnt for a chosen
determine the steps that can be improved, career.
on the definition of science, science
laboratory, physical quantities and units,  Group discussions and multimedia
the use of measuring instruments, density presentations on examples of
and steps in scientific investigation in innovation in technology to solve
problems in daily life.
context of problem solving about events or
natural phenomena.
A student is able to:
WEEK 3 1.2 Your science
14/1-18/1 laboratory TP 5 : Evaluate the entire scientific  Carry out activities based on the
1.2.1 identify and state functions of the
apparatus. investigation process conducted to following:
1.2.2 identify symbols and examples of determine the steps that can be improved, ● apparatus commonly used in
hazardous materias in the laboratory. on the definition of science, science laboratories.
1.2.3 draw and label apparatus commonly used laboratory, physical quantities and units, ● symbols and examples of
hazardousmaterials in the
in the laboratory and classify based on the use of measuring instruments, density laboratory.
how it is used and steps in scientific investigation in the ● classification based on self-selected
1.2.4 justify the regulations and safety context of problem solving and decision criteriaand then present
measures in the laboratory. making to carry out a task. the results in a groupdiscussion.

TP 6 : Design a presentation using multi


media / visual / folio / poster / role play /  Group discussion and presentation of
drama; with creative and innovative use of the following :
science knowledge and skills of the ●laboratory rules
● security measures
definition of science, science laboratory,
● measures to prevent fires
physical quantities and units, the use of ● action to be taken in the event of an
measuring instruments, density and steps accidentin the
in scientific investigation in the context of laboratory such as exposed /
problem solving and decision making; with ingestedchemicals, cuts and
regards to the social values/ economy / inhaling toxic gas.
culture of the community.  Discuss and suggest the use of
suitable apparatus in carrying out an
experiment, to save time and material.
TP 1 : Recall the knowledge and science
A student is able to: skills on the definition of science, science *21/1 (Monday) –Thaipusam
1.3 Physical
laboratory, physical quantities and units,  Measure physical quantities of length,
quantities and 1.3.1 identify and use the correct units for the use of measuring instruments, density mass, time, electric current and
their units different physical quantities. temperature.
and steps in scientific investigation.
 Collect and interpret data about
1.3.2 identify the symbols and values of TP 2 : Understand the definition of symbols and values of symbols for
prefixes use in measurement. science, science laboratory, physical prefixes.
WEEK 4 quantities and units, the use of measuring
21/1-25/1 1.3.3 convert base quantity units for mass, instruments, density and steps in scientific  Solve problems of conversion of base
length and time such as grams to investigation and able to explain their quantity units.
kilograms, centimeters to meters, understanding.
seconds to hours and vice versa.
TP 3 : Apply the definition of science,  Appreciate the effort of experts in
1.3.4 justify the importance of the use of S.I. creating S.I. units.
science laboratory, physical quantities and
units in daily life  Carry out a multimedia presentation to
units, the use of measuring instruments, show the implications of using
density and steps in scientific investigation inconsistent units in daily life.
1.4 A student is able to: to accomplish simple task.
The use of
measuring 1.4.1 use the right measuring instrument and TP 4 : Analyse the entire scientific  Carry out station activities using
WEEK 5 instruments, use it in the right way, to measure investigation process conducted to measuring instruments such as rulers,
accuracy, determine the steps that can be improved, measuring tapes, thermometers,
28/1-1/2 accurately and consistently the quantities
consistency, on the definition of science, science stopwatches, triple beam balances,
sensitivity and of length, mass, time, temperature and ammeters, voltmeters and measuring
electric 1 -Recall the knowledge and laboratory, physical quantities and units,
error. cylinders.
scienceskills on biodiversity. the use of measuring instruments, density
and steps in scientific investigation in Emphasise the following:
context of problem solving about events or ● taking readings several times to get
1.4.2use measuring instruments with higher natural phenomena. anaccurate reading.
accuracies and compare the ●relate the smallest scale value on
themeasuring device to the accuracy
measurements in terms of accuracy, TP 5 : Evaluate the entire scientific of thereadings
consistency and sensitivity. investigation process conducted to
determine the steps that can be improved,  Carry out activities using instruments
1.4.3explain how to overcome systematic on the definition of science, science such as a vernier calipers, micrometer
errors and random errors. laboratory, physical quantities and units, screw gauges, electronic balances,
the use of measuring instruments, density digital micrometer screw gauges,
1.4.4estimate the length, area, mass orvolume and steps in scientific investigation in the digital vernier calipers, digital
of an object before taking actual context of problem solving and decision thermometer, clinical thermometer,
measurements. making to carry out a task. digital rangefinder.

1.4.5 explain with examples innovations of TP 6 : Design a presentation using multi  Carry out activities to reduce
various types of measuring instruments media / visual / folio / poster / role play / systematic error (eg: zero error) and
through a multimedia presentation drama; with creative and innovative use of random error (eg: parallax error).
science knowledge and skills of the  Carry out problem solving activities
definition of science, science laboratory,
that involve the skill of making
physical quantities and units, the use of
estimations and then compare with
measuring instruments, density and steps
actual measurements.
in scientific investigation in the context of
 Gather information and carry out
problem solving and decision making; with
multimedia presentations on
regards to the social values/ economy / innovations in measuring instruments.
culture of the community.

WEEK6 SCHOOL BREAK (CHINESE NEW YEAR) * 5/2- 6/2 (Tuesday-Wednesday)–


Chinese New Year
4/2-8/2
1.5 Density A student is able to:  Conduct a scientific investigation of
the relationship between mass and
1.5.1 arrange sequentially materials based on density for a variety of solids which
density have the same volume, for example by
using density cubes.
 Solve problems by using formula of
1.5.2 predict whether the materials will float density.
and sink according to density.  Carry out an activity to determine the
WEEK 7 density of irregular solids using water
11/2- 1.5.3 define operational definition of density. displacement method.
15/2
1.5.4 calculate density using formula (density  Discuss the phenomena in everyday
= mass / volume) and waterdisplacement life that involve differences in density
method. and presents the results of
discussions using multimedia.
 Entrepreneurial element can be
1.5.5 explain the phenomena related to the
applied andpracticed in this
density difference in everyday life.
activity.
1.5.6innovate objects, food or beverageusing
the concept of density.
1.6 A student is able to:
Steps in a  Teachers are recommended to use
scientific 1.6.1 differentiate each science process skills. station method of the twelve science
nvestigation. process skills.
 Design and conduct an experiment for
1.6.2 make a sequence on the steps of carrying
each group to explain the steps and
out a scientific investigation in the correct the scientific method, namely:
order. 1. Identify a problem that could be
tested by a scientific
1.6.3 conduct a scientific investigation to solve investigation
a simple problem. 2. Construct hypothesis
3. Outline how variable are
# EXPERIMENT 1 : SIMPLE PENDULUM manipulated and the
method of collecting data
4. Design and conduct scientific
investigations
5. Present the data collected
6. Interpreting data and results with
WEEK 8 scientific
18/2-22/2 reasoning
7. Make a conclusion and present a
report.

MODUL 2 : Scientific Skill


1.7 A student is able to:
Scientific  Discussion on the importance of:
attitudes and 1.7.1 support scientific attitudes and values • scientific attitudes and values
values in carrying practiced by scientists.
out scientific • practising scientific attitudes
investigation
1.7.2 justify the need to practice scientific
attitudes and values when carrying out an
investigation
. MODUL 21: Scientific Skill
1.7.3 practice scientific attitudes and values
while carrying out a scientific
investigation.

THEME 2: MAINTENANCE AND CONTINUITY OF LIFE


LEARNING AREA : 2. CELL AS THE BASIC UNIT OF LIFE 3. COORDINATION AND RESPONSES 4. REPRODUCTION

A student is able to:  Show cell division using various


forms of multimedia presentation
TP1 : Recall the knowledge and science
2.1.1 explain that living things are made up of (Need not introduce mitosis or
WEEK 9 skills on cell as the basic unit of life /
cells that carry out life’s functions and meiosis). The formation of
25/2-1/3 2.1
undergo cell division. coordination / response / reproduction cancerous cells is discussed
Cell – structure,
function and  Carry out a scientific investigation
2.1.2 demonstrate the preparation of slides of on animal cells and plant cells
organization animal cells and plant cells using the TP2 : Understand cell as the basic unit of using a microscope.
correct procedures. life / coordination / response / reproduction  Draw and label animal cells and
and able to explain their understanding. plant cells observed under the
2.1.3 communicate about each structures in microscope.
cells with their functions as well as  The structure of animal cells
TP3 : Apply knowledge of cell as the basic
compare and contrast animal cells with consists of the cell membrane,
plant cells. unit of life / coordination / response / cytoplasm, nucleus and
reproduction to accomplish simple task. mitochondria
 whereas plant cell comprise of
TP4 : Analyse knowledge of cell as the nucleus, cell wall, cell membrane,
basic unit of life / coordination / response / mitochondria, chloroplasts and
reproduction in context of problem solving vacuole.[nucleus contains
about events or natural phenomena. chromosomes made up of
deoxyribonucleic acid (DNA) which
carries geneticinformation].
TP5 : Evaluate knowledge of cell as the
basic unit of life / coordination / response / MODUL 23 : Cell
A student is able to: reproduction in the context of problem
solving and decision making to carry out a
2.1.4 explain with examples the characteristics task.  Presentation using thinking maps
of unicellular and multicellular organisms on the characteristic of unicellular
for animal cells and plant cells. TP6 : Design a presentation using multi and multicellular organisms
media / visual / folio / poster / role play /
2.1.5 differentiate the types and functions of  The various types of human cells -
drama; with creative and innovative use of
animal cells and plant cells. nerve cells,epithelium cells,
science knowledge and skills of the cell as
muscle cells, reproductive cells
the basic unit of life / coordination / ,blood cells.
2.1.6 conceptualise the formation of a plant and response / reproduction; in the context of  The various types of plant cells -
an animal with reference to the sequence problem solving and decision making; with cells palisade leaves, guard cells,
of cell organization: cell tissue organ regards to the social values/ economy / epidermal cells, capillary
system organism. culture of the community. root’scells.

 The systems in human includes


2.1.7 appreciate and be amazed by the the nervous system,digestive
existence of various organisms. system, skeletal system, excretory
system, respiratory system,
reproductive system, lymphatic
system, circulatory system,
muscular system,endocrine
system and the integumentary
system.
 Multimedia presentation to
appreciate how organisms are
formed from basic unit of cells

WEEK TEST 1
10
4/3-8/3
WEEK TEST 1
11
11/3-15/3

2.2 Cell  The process of cellular respiration


respiration and TP1 : Recall the knowledge and science
A student is able to: needs oxygen and glucose to
photosynthesis skills on cell as the basic unit of life /
produce energy, carbon dioxide
2.2.1 communicate about the process of
coordination / response / reproduction and water.
cellular respiration.
TP2 : Understand cell as the basic unit of  Carry out experiments to show
2.2.2 communicate about the process of life / coordination / response / reproduction photosynthesis needs light energy,
photosynthesis. carbon dioxide, water and
and able to explain their understanding.
WEK 12
2.2.3 differentiate the process of cellular
chlorophyll to produce glucose and
18/3-22/3 oxygen.
respiration and photosynthesis. TP3 : Apply knowledge of cell as the basic
unit of life / coordination / response /
2.2.4 explain how the process of cellular
respirationand the process of
reproduction to accomplish simple task.
photosynthesis complement each other.  Relate how cellular respiration and
photosynthesis complement each
#EXPERIMENT 2 : FACTORS FOR
TP4 : Analyse knowledge of cell as the other for the benefits of life using
PHOTOSYNTHESIS multimedia presentation
basic unit of life / coordination / response /
reproduction in context of problem solving
about events or natural phenomena.
WEEK CUTI
13 CUTI PERTENGAHANPENGGAL 1
23/3-31/3 TP5 : Evaluate knowledge of cell as the PERTENGAHANPENGGAL 1
basic unit of life / coordination / response /
3.1 Homeostasis reproduction in the context of problem  Gather informations and carry out
in living things. A student is able to: solving and decision making to carry out a multimedia presentations on how
task. homeostasis regulates body
3.1.1 communicate about homeostasis.
temperature and water in the
3.1.2 explain with examples the systems TP6 : Design a presentation using multi human body.
involved with homeostasis in humans and media / visual / folio / poster / role play /  Carry out activities to show how
animals drama; with creative and innovative use of the biological actions respond to
WEEK
changes to stabilise the condition
14 science knowledge and skills of the cell as
3.1.3 explain with examples the systems of the body.
1/4-5/4 involved in plant homeostasis. the basic unit of life / coordination /  Gather informations and make
response / reproduction; in the context of observations on how transpiration
3.1.4 appreciate the importance of homeostasis problem solving and decision making; with regulates water in plants.
in humans and living things. regards to the social values/ economy /  Carry out brainstorming session to
culture of the community. discuss the importance of
# EXPERIMENT 3 : HOMEOSTASIS IN
HUMANS homeostasis using various
multimedia presentations.
A student is able to:
4.1 Sexual and
asexual 4.1.1 compare and contrast sexual and asexual  Gather and interpret data or
reproduction. reproduction in animals and plants. information about sexual and
asexual reproduction:
• methods of sexual reproduction
WEEK 4.1.2 reason the importance of reproduction. • various types of asexual
15 reproduction
8/4-12/4 4.1.3 be grateful for the ability to reproduce and  Do a multimedia presentation to
the continuation of life as a gift from God. explain the importance of
reproduction and problems that
will arise if reproduction decreases
for all living things.

A student is able to:


4.2 Human *19/4(Friday) –Good Friday
reproductive 4.2.1 identify the structures and function of the  Carry out multimedia
system. male and female reproductive systems. presentations to observe and
discuss the structures and function
4.2.2 communicate about the physical changes of the male and female
that occur during puberty. reproductive systems.
 Discuss the physical changes and
WEEK
4.2.3 compare and contrast the male gamete experiences during puberty.
16
with the female gamete in the
15/4-19/4
reproductive system.  Use thinking maps to compare and
contrast the male gamete (sperm)
and female gamete (ovum) in
terms of the structures and
function.

MODUL 11 : Life Process

A student is able to:


4.3.1 communicate about the menstrual cycle  Integrate multimedia presentation
TP1 : Recall the knowledge and science
and the sequence of changes in the and thinking maps to explain:
uterus lining during menstruation. skills on cell as the basic unit of life / • menstruation and menstrual
WEEK
4.3.2 relate the fertile phase of the menstrual coordination / response / reproduction cycle.
17
cycle to the process of fertilisation. • relate the fertile phase with
22/4-26/4
4.3.3 justify the importance of personal hygiene TP2 : Understand cell as the basic unit of fertilisation.
during menstruation life / coordination / response / reproduction • the importance of practicing good
and able to explain their understanding. personal hygiene
during menstruation.
A student is able to:
TP3 : Apply knowledge of cell as the basic
 Gather and share information
4.4.1 communicate about the process of unit of life / coordination / response / about:
fertilisation and the implantation of reproduction to accomplish simple task. • fertilisation process.
embryo.
• the implantation process of
TP4 : Analyse knowledge of cell as the
4.4.2 justify the importance and functions of embryo.
basic unit of life / coordination / response /
placenta and umbilical cord.
reproduction in context of problem solving • the development of a zygote into
4.4.3 describe the development of a zygote about events or natural phenomena. an embryo and
into an embryo and subsequently into a subsequently into a foetus until
foetus during pregnancy until birth. TP5 : Evaluate knowledge of cell as the birth.
basic unit of life / coordination / response /
WEEK MID YEAR EXAM reproduction in the context of problem *1/5(Wednesday)- Labour Day
18 solving and decision making to carry out a
29/4-3/5 task.
WEEK MID YEAR EXAM
19
6/5-10/5 TP6 : Design a presentation using multi
A student is able to: media / visual / folio / poster / role play /
drama; with creative and innovative use of  Share information from a
4.5.1 relate the importance of taking nutritious science knowledge and skills of the cell as nutritionist and to relate the cause
food during pregnancy to the health of the basic unit of life / coordination / and effect of taking healthy
both mother and foetus. response / reproduction; in the context of nutritious food during pregnancy.
problem solving and decision making; with
4.5.2 justify the importance of avoiding the I regards to the social values/ economy /  Solve problems of miscarriage or
ntake of harmful substances to the culture of the community. abnormality in newborn babies
foetus. that is commonly associated with
unhealthy lifestyle of pregnant
4.5.3 justify the benefits of breastfeeding mothers such as smoking, drugs
WEEK compared to formula milk on the infant’s abuse and alcohol.
20 development.
13/5-17/5  Gather, interprete information and
4.5.4 realise that every living creature has a carry out a multimedia
right to live even if its in the womb. presentation on the impact of
breastfeeding compared to baby
formula milk in relation to the
infant’s development.

 Make decision whether to


breastfeed or use formula milk.

WEEK A student is able to: TP1 : Recall the knowledge and science *20/5 (Monday) – Wesak Day
4.6 Infertility and skills on cell as the basic unit of life / Replacement
21
contraception 4.6.1 communicate the meaning of infertility
20/5-24/5 coordination / response / reproduction *22/5 (Wednesday) – Hari Nuzul
and how to overcome them. Al-Quran
TP2 : Understand cell as the basic unit of
4.6.2 differrentiate methods of contraception. life / coordination / response / reproduction ●Methods to overcome infertility -
and able to explain their understanding. hormone treatment ,
4.6.3 realise the importance of practicing surgery and in-vitro
frequent health screening and to get i ●Methods of contraception for
immediate treatment for problems related TP3 : Apply knowledge of cell as the basic
married couples –
to reproductive system. unit of life / coordination / response /
contraceptive pills, implants,
reproduction to accomplish simple task. condoms and
4.6.4 criticise the abuse of knowledge on contraceptive devices in the
contraception methods and its effect to TP4 : Analyse knowledge of cell as the uterus (Intrauterine
society. basic unit of life / coordination / response / Contraceptive Device, IUCD).
reproduction in context of problem solving
about events or natural phenomena.

 Debate on the abuse of knowledge


TP5 : Evaluate knowledge of cell as the
regarding birth control methods
basic unit of life / coordination / response / and their effect to society.
reproduction in the context of problem
WEEK MID TERM BREAK solving and decision making to carry out a CUTI PERTENGAHAN TAHUN
22
27/5-31/5 task.
WEEK MID TERM BREAK CUTI PERTENGAHAN TAHUN
23 TP6 : Design a presentation using multi
3/6-7/6 media / visual / folio / poster / role play /
4.7 A student is able to: drama; with creative and innovative use of
Plant
reproduction
science knowledge and skills of the cell as
4.7.1 communicate about the structure and the basic unit of life / coordination /  Dissect different type of flowers to
function of each part of a flower. identify the structure with its
response / reproduction; in the context of
function which include:
problem solving and decision making; with
4.7.2 justify the pollination process. • male part of the flower
regards to the social values/ economy / • the female part of the flower
culture of the community.  Gather, interpret data and share
WEEK relevant information on the
24 following:
10/6-14/6 • pollination process .
• self -pollination and cross-
pollination .
• the advantages of cross-
pollination .
• the application of cross-
pollination in agriculture.

A student is able to:


WEEK 4.7
25 Plant 4.7.3 describe the process of fertilisation and  Discuss and carry out multimedia
17/6-21/6 reproduction explain the formation of seeds and fruits presentation on the process of
in plants. fertilisation in plants and the
formation offruits and seeds.
4.7.4 describe the germination process of a
seed.  Conduct an experiment to
determine the required conditions
4.7.5 solve problems if germination does not for the germination of seeds .
occur.
 Collect and interpret data on the
#EXPERIMENT 4 : CONDITIONS FOR SEED following:
GERMINATION • functions of the different parts of
a seed.
• physical changes to the seed
during germination in
terms of the growth of the
radicle, the plumule and
the cotyledon.

THEME 3: EXPLORATION OF ELEMENTS IN NATURE


LEARNING AREA : 5. MATTER 6. PERIODIC TABLE 7. AIR
A student is able to: TP1 : Recall the knowledge and science
5.1 Matter in skills on matter / the periodic table / air.  Carry out activities and create a
nature 5.1.1 state that almost everything that exists in multimedia presentation to show
nature is matter. TP2 : Understand of matter / the periodic that living things and non-living
table / air and able to explain their things have mass and occupy
5.1.2 prove that living things and nonliving understanding. space.
things have mass and occupy space.
TP3 : Apply knowledge of matter / the
5.1.3 differentiate the physical properties and periodic table / air to explain natural
chemical properties of matter. phenomena to accomplish simple task.  Carry out activities to differentiate:
• physical properties of matter
WEEK
TP4 : Analyse knowledge of matter / the such as boiling point and melting
26
5.1.4 classify materials by the different periodic table / air in context of problem point, solubility, heat conductivity.
24/6-28/6
characteristics. solving about events or natural • chemical properties of matter
phenomena. such as rusting and
flammability.
TP5 : Evaluate matter / the periodic table /  Carry out activities to classify
air in the context of problem solving and materials by density, melting point,
decision making to carry out a task. boiling point and solubility.

TP6 : Design a presentation using multi MODUL 6: Chemical changes


media / visual / folio / poster / role play / MODUL 18: Changes in matter
drama; with creative and innovative use of MODUL 30 : Matter 2
science knowledge and skills of matter /
WEEK 5.2 A student is able to: the periodic table / air in the context of
27 Three states of problem solving and decision making; with  Carry out simulations to
1/7-5/7 matter 5.2.1 generalise that matter consists of regards to the social values/ economy / conceptualise that matter is made
particles. culture of the community. up of small and discrete particles.

5.2.2 compare and contrast three states of  Carry out visual presentations
matter based on the kinetic theory in about the three states of matter in
terms of the arrangement and movement terms of the arrangement and
of particles. movement of particles and relation
to the physical properties of solids,
5.2.3 use space-time relationships to compare liquids and gas (volume, shape,
rate of diffusion in three states of matter. density and compressibility).
Carry out experiments to determine the  Carry out experiments to
rate of diffusion, example copper(ll) determine the rate of
sulphate in two states of matter (solid and diffusion,example copper(ll)
liquid). sulphate in two states of matter
5.2.4 describe the change in state of (solid and liquid).
matter, in terms of movement of
particles caused by theabsorption and the  Use a diagram or a concept map
release ofheat, based on kinetic theory to illustrate boiling, evaporation,
condensation, freezing, melting,
5.2.5 conclude that temperatureremains and sublimation.
constant during freezing,melting and
boiling.  Carry out an experiment to
investigate that temperature of
5.2.6conclude that the mass remains water remains constant during
constant during physicalchanges. melting and boiling. Plot and
interpret graphs to show that:
5.2.7explain with examples thechanges of the • Temperature remains constant
state of matter indaily life during the melting and the boiling
of water.
#EXPERIMENT 5 : RATE OF DIFUSSION • Mass remains unchanged during;
physical
#EXPERIMENT 6 : TEMPERATURE transformation, ie changes in state
REMAINS CONSTANT DURING FREEZING of matter;
AND BOILING dissolving solid in a liquid; and
expansion by heat
 Create a multimedia presentation
about the change of state of
matter in daily life.

MODUL 7 : Heat
MODUL 30 : Matter 2
A student is able to: TP1 : Recall the knowledge and science
6.1 skills on matter / the periodic table / air.
WEEK Classification of 6.1.1 conclude that all matter consists of  Discuss by using multimedia to
28 elements atoms. TP2 : Understand of matter / the periodic explain: • all matter consists of
8/7-12/7
table / air and able to explain their atoms • atomic structure • sub-
6.1.2 differentiate between atoms and understanding. atomic particles (electron, proton
molecules as well as elements and and neutron) • the difference
compounds TP3 : Apply knowledge of matter / the between atoms and molecules •
. periodic table / air to explain natural the difference between elements
6.1.3 identify the position of metal, nonmetal phenomena to accomplish simple task. and compounds
and inert gases in the periodic table.
TP4 : Analyse knowledge of matter / the
periodic table / air in context of problem  By referring to the periodic table,
solving about events or natural discuss the position of metals,
phenomena. non-metals and inert gases.

TP5 : Evaluate matter / the periodic table /


air in the context of problem solving and MODUL 6: Chemical changes
A student is able to: decision making to carry out a task.  Carry out activities to differentiate
the characteristics of metal and
6.1.4 differentiate the characteristics of metals TP6 : Design a presentation using multi non-metal:
and non-metals. media / visual / folio / poster / role play / • shiny surfaces
drama; with creative and innovative use of • ductility
science knowledge and skills of matter / • malleable
the periodic table / air in the context of • electrical and heat conductivity
6.1.5 appreciate the order of elements that problem solving and decision making; with • boiling point and melting point.
exist in nature that has allowed people to regards to the social values/ economy /  Encourage creative writing and
organize them in the form of a table. culture of the community. presentation in various media.

MODUL 6: Chemical changes


A student is able to:
6.2 Mixtures
6.2.1 communicate about examples of  Conduct activities to separate a
mixtures in daily life TP1 : Recall the knowledge and science mixture using various methods
WEEK skills on matter / the periodic table / air. such as filtration, distillation,
29 6.2.2 solve problem of separating mixtures
through activities based on the different separation by using magnets,
15/7-19/7 TP2 : Understand of matter / the periodic
characteristics of material and physical table / air and able to explain their sedimentation, flotation and
methods understanding. chromatography.
MODUL 6: Chemical changes
TP3 : Apply knowledge of matter / the
A student is able to: periodic table / air to explain natural
6.3 Compounds phenomena to accomplish simple task.  Use various forms of multimedia to
6.3.1 communicate about compounds in daily illustrate the used of compounds in
life. TP4 : Analyse knowledge of matter / the daily life.
periodic table / air in context of problem
6.3.2 demonstrate the formation of compounds solving about events or natural  Carry out activities of heating
between metal and non-metal. phenomena. metal and non-metal to produce a
compound.
6.3.3 conclude that mass is conserved during TP5 : Evaluate matter / the periodic table /
chemical change. air in the context of problem solving and  Conclude and record that:
decision making to carry out a task. • mass is conserved during
6.3.4 separate compounds through chemical chemical change.
methods. TP6 : Design a presentation using multi • compound can be separated
media / visual / folio / poster / role play / through chemical method.
6.3.5 differentiate between chemical change drama; with creative and innovative use of • differences in physical changes
and physical change. science knowledge and skills of matter / and chemical changes
the periodic table / air in the context of during the formation of
6.3.6 differentiate between mixtures and problem solving and decision making; with compounds.
compounds. regards to the social values/ economy /
culture of the community.  Create and carry out a multimedia
presentation on the similarities and
differences between mixtures and
compounds

MODUL 6: Chemical changes.


A student is able to:
7.1 Composition  Carry out activities to determine
of air 7.1.1 plan ways to determine and record the the percentage of oxygen in air.
composition of air
 Interpret a pie chart on the
.
composition of the air to realise
7.1.2 synthesise the composition of air from a
that air is a mixture.
pie chart.
7.1.3 justify the importance of oxygen,
 Interpret and share information on
nitrogen carbon dioxide and inert gases
daily life regarding:
in daily life.
• the importance of oxygen,
nitrogen carbon dioxide gases and
7.1.4 appreciate the carbon cycle and the
WEEK inert gases.
oxygen cycle in maintaining the
30 • the oxygen cycle and the carbon
composition of gases in the air.
22/7-26/7 cycle.
• how the carbon cycle and the
7.1.5 solve problems when there is/are
oxygen cycle maintains the
interferences to the oxygen and the
percentage of gases in the
carbon cycle.
atmosphere.

 The effects of the increase of


carbon dioxide emission to life and
the environment.

MODUL 16 : Earth 2
MODUL 6: Chemical changes

A student is able to : TP1 : Recall the knowledge and science


7.2 Combustion skills on matter / the periodic table / air.  Carry out activities to prove that
WEEK
7.2.1 conclude about the conditions needed for oxygen, heat and fuel are needed
31
combustion. TP2 : Understand of matter / the periodic
29/7-2/8 for combustion
table / air and able to explain their
7.2.2 relate the conditions of combustion with understanding.  List materials used as fire
the principles used in the manufacture of fire extinguishers for different sources
extinguishers. TP3 : Apply knowledge of matter / the of fire.
periodic table / air to explain natural
7.2.3 practice safety measures to prevent the phenomena to accomplish simple task.  Provide materials such as posters
occurrence of fire which can lead to the to create awareness among the
destruction of life and property. TP4 : Analyse knowledge of matter / the school community about the
periodic table / air in context of problem causes of fire and prevention
solving about events or natural measures.
phenomena.
A student is able to:  Discuss and share ideas of air
7.3 Air Pollution TP5 : Evaluate matter / the periodic table / pollution such as haze that
7.3.1 define air pollution and air pollutants. air in the context of problem solving and frequently hit our country and the
decision making to carry out a task.
sources that cause these
7.3.2 communicate about air pollutants and the
causes. TP6 : Design a presentation using multi pollutions.
media / visual / folio / poster / role play /  Collect, interpret and share
7.3.3 justify steps to prevent and control air drama; with creative and innovative use of information about:
pollution. science knowledge and skills of matter / • steps taken by authorities in
the periodic table / air in the context of controlling air pollution.
7.3.4 solve problems on the adverse effects of problem solving and decision making; with • adverse effects of air pollution on
air pollution. regards to the social values/ economy / living things and the
culture of the community. environment.

THEME 4 : ENERGY AND SUSTAINABILITY OF LIFE


LEARNING AREA : 8. LIGHTS AND OPTIC

8.1 Usage of A student is able to:


mirrors * 2/9 (Monday)- Awal Muharram
8.1.1 differentiate between a real image and a Replacement
virtual image.  Use the screen and plane mirror
to show the difference between
8.1.2 Communicate about the characteristics of TP1 : Recall the knowledge and science
image formed by a plane mirror, concave skills on mirrors / characteristic of light / real images and virtual images.
mirror and convex mirror reflection of light / refraction of light /  Carry out an activity to determine:
WEEK . dipersion of light / scattering of light / • characteristics of the image
32 8.1.3 state that the object distance is equal to addition and substraction of light. formed when the light incident on
5/8-9/8 the image distance in a plane mirror the plane mirror. concave mirror
TP2 : Understand mirrors / characteristic (enlarge image) and convex mirror
8.1.4 use the plane mirror to apply the concept of light / reflection of light / refraction of
(shrink image). • the object
of reflection of light. light / dipersion of light / scattering of light /
addition and substraction of light and able distance and image distance in a
8.1.5 justify the application of concave mirror to explain their understanding. plane mirror with a sketch diagram
and convex mirror in daily life.  Discuss by using a multimedia
TP3 : Apply mirrors / characteristic of light presentation about these
/ reflection of light / refraction of light / application: • plane mirror •
dipersion of light / scattering of light / concave mirror • convex mirrors.
addition and substraction of light through a MODUL 27: Light
simple task.

TP4 : Analyse knowledge of mirrors /


characteristic of light / reflection of light /
refraction of light / dipersion of light /
scattering of light / addition and
substraction of light in context of problem
solving about events or natural
phenomena.

TP5 : Evaluate mirrors / characteristic of


light / reflection of light / refraction of light /
dipersion of light / scattering of light /
addition and substraction of light in the
context of problem solving and decision
making to carry out a task.

TP6 : Design a presentation using multi


media / visual / folio / poster / role play /
drama; with creative and innovative use of
science knowledge and skills of mirrors /
characteristic of light / reflection
of light / refraction of light / dipersion of
light / scattering of light / addition and
substraction of light in the context of
problem solving and decision making; with
regards to the social values/ economy /
culture of the community.

WEEK
33 2nd TERM MID BREAK
12/8-16/8

WEEK A student is able to:


34
19/8-23/8 8.2 Characteristic 8.1.6 construct an optical instruments to  Carry out an activity to designan
of light appreciate the use these of optical i optical instruments eg. periscope
nstruments to enhance the ability of the or kaleidoscope.
human senses.

8.1.7 solve problems in daily life involving the  The use of mirrors such as:
application of plane mirror, concave mirror • the side mirror and rear view
and convex mirror. mirror in the car.
• the plane mirror use by dentist
during treatment.
8.2.1 communicate about the properties of • the convex mirror placed at the
light. dangerous roads.

 Properties such as the speed of


light and natural phenomena (the
formation of shadows, lightning
appearing before thunder,
rainbows).
MODUL 27: Light

A student is able to:


8.3 Reflection of  Identify the characteristics of
light 8.3.1 state the characteristics of image formed image formed by a plane mirror
by a plane mirrors and sketch the image observed.

8.3.2 communicate aboiut the Law of  Carry outan experiment to


Reflection. measure the angle of incidence, i
and angle of reflection, r, and
8.3.3 draw ray diagrams to show the reflection determine the relationship
of light between angle of incidence, i and
angle of reflection, r.
8.3.4 solve problems in daily life.with the  Introducing The Law Of Reflection.
application of reflection of light.

 Example on the use of the concept


#EXPERIMENT 7 : REFLECTION OF LIGHT of reflection of light.

A student is able to:


*9/9 (Monday)- Keputeraan
8.4.1 Generalise that refraction occurs when Agong
light moves through médium of different
densities  Collect and interpret these
. information about the following •
8.4.2 draw ray diagrams to show refraction of Refraction of light
light when light propagate from one
medium to another medium of different  Carry out activities to show that
densities. light refract away when travel from
a medium to another medium with
8.4.3 generalise the relationship between the different density.
angle of incidence, i and angle of
refraction, r, when light travels from a
medium of low density to a medium of  Carry out an experiment to study
high density. the relationship between the angle
of incidence, i and angle of refraction,
8.4.4 justify the applications of refraction of light r.
in daily life.

#EXPERIMENT 8 : REFRACTION
OF LIGHT  Conduct a library research and
make the presentationof the
phenomenon of refraction.

A student is able to: TP1 : Recall the knowledge and science 31 Aug – Hari Merdeka
8.5 Dipersion of skills on mirrors / characteristic of light /  Collect and interpret information
light 8.5.1 communicate about the dispersion of reflection of light / refraction of light / about the dispersion of light and
light. dipersion of light / scattering of light / phenomena related to the
addition and substraction of light. dispersion of light.
WEEK 8.5.2 explain with an example the dispersion of
35 light in daily life. TP2 : Understand mirrors / characteristic  Carry out activities to study the
26/8-30/8
of light / reflection of light / refraction of following:
light / dipersion of light / scattering of light / • dispersion of light by using prism
addition and substraction of light and able • formation of rainbow.
to explain their understanding.

8.6.1 communicate about scattering of light TP3 : Apply mirrors / characteristic of light  Using various forms of multimedia
8.6 Scattering of Using various forms of multimedia for / reflection of light / refraction of light / for interpreting
light interpreting information about scattering dipersion of light / scattering of light / information about scattering of
of light. addition and substraction of light through a light.
8.6.2 explain with an example scattering of light simple task.
in daily life  Carry out activities to study the
TP4 : Analyse knowledge of mirrors / effect of scatteringof
characteristic of light / reflection of light / light.
refraction of light / dipersion of light / Collect and interpret information
scattering of light / addition and about the following
substraction of light in context of problem ● scattering of light
solving about events or natural ● natural phenomena such as
phenomena. blue sky andreddish
sunset.
A student is able to: TP5 : Evaluate mirrors / characteristic of
8.7 light / reflection of light / refraction of light /  Carry out activities to study:
Addition and of 8.7.1 identify primary colours dipersion of light / scattering of light /
lightsubstraction addition and substraction of light in the • the addition of light using the
of light 8.7.2 identify the addition of primary colours context of problem solving and decision primary color filter to
to produce secondary colours. making to carry out a task. produce secondary color (cyan,
magenta and yellow
8.7.3 communicate about subtraction of light
.
TP6 : Design a presentation using multi • subtraction of light that occurs
8.7.4 record the colours formed on the screen media / visual / folio / poster / role play / when light is absorbed
when light apsses through colour filters. drama; with creative and innovative use of or subtracted by colour filters.
science knowledge and skills of mirrors / • the difference between the
8.7.5 differentiate the addition and subtraction characteristic of light / reflection addition and subtraction of
of light. of light / refraction of light / dipersion of light.
light / scattering of light / addition and
8.7.6 explain with examples addition and substraction of light in the context of
substraction of light in daily life. problem solving and decision making; with
regards to the social values/ economy /
culture of the community. Gather information and do a multimedia
presentation

THEME 5: EXPLORATION OF EARTH AND SPACE


LEARNING AREA: 9: EARTH
A student is able to:
9.1 TP1 : Recall the knowledge and science  Create a multimedia presentation
System and 9.1.1 communicate about the system of the
structure of the skills on about the Earth’s structure/geo- about the Earth structure that
Earth disasters/Earth’s resources.
Earth consist of four main spheres that
9.1.2 explain differences in Earth layers based ishydrosphere, atmosphere,
on its composition and physical TP2 : Understand the Earth’s biosphere andgeosphere.
characteristics. structure/geo-disasters/Earth’s resources ● Atmospheric stratification and its
. and able to explain their understanding. role, includingthe
9.1.3 realise that Earth is the only place that depletion of the ozone layer.
can sustain life based on its physical TP3 : Apply knowledge on the Earth’s Introduce that
WEEK
characteristic. structure/geo-disasters/Earth’s resources temperature and pressure
36
to accomplish simple task. changes withaltitude in the
2/9-6/9
atmosphere.
● Ocean stratification from the
TP4: Analyse knowledge of knowledge on surface to thedark zone
the Earth’s structure/geo-disasters/Earth’s including the distribution of
resources in context of problem solving lifeforms in them.
about events or natural phenomena. Distribution of other waterbodies
on Earth such as
TP5 : Evaluate about the Earth’s seas, rivers, glasiers,clouds and
structure/geo-disasters/Earth’s resources ground water is also
in the context of problem solving and introduced.
 Create a visual presentation to
decision making to carry out a task. show the differences between
crust, mantle and core of the Earth
TP 6 : Design a presentation using multi including the lithosphere,
media / visual / folio / poster / role play / asthenosphere &mesosphere.
drama; with creative and innovative use of
 Discuss that the Earth is the only
science knowledge and skills of the
home for every living organism.
Earth’s structure/geo-disasters/Earth’s
resources in the context of problem
solving and decision making; with regards MODUL 14: Earth structure
to the social values/ economy / culture of
A student is able to: the community.
9.2  Carry out an activity and present a
Substance of the 9.2.1 explain type and characterictic of rocks. multimedia presentation on the
Earth
three types of rocks e.g.igneous
9.2.2 communicate on how to differentiate the rocks, sedimentary rocks
process of rock formation. andmetamorphic rocks based on
its formation.

MODUL 14: Earth structure


A student is able to
9.3 :
Main processes of 9.3.1 explain the different Earth processes that  Gather information about exogenic
the Earth effect the changes on Earth. and endogenic processes and
present it using a multimedia
9.3.2 communicate about exogenic and presentation.
endogenic processes.  Exogenic process – weathering,
erosion, mass depletion, land
depletion, transport
andsedimentation.
 Endogenic process – mantle
convection process, magma
activity, Earth crust movement
(tectoniclayer)

MODUL 14: Earth structure

WEEK A student is able to:


37 9.4 Geohazard  Collect, interpret data through a
9/9-13/9 phenomena 9.4.1 communicate about geohazard. multimedia presentation on
geohazards e.g.
earthquake,volcanism, land slide,
9.4.2 generate ideas on how science and tsunami, global warming,acid rain,
technology are used to prepare for quicksand and sinkholes
geohazards.  Discuss and share ideas on how
science and technology can be
use to prepare for the possibilities
9.4.3 realise that enviromental disasters effect of geohazards.
human livelihood.
 Using various media to explain
impact of enviromental disasters
e.g. loss of life, loss of property,
diseases, and starvation. Highlight
the need to symphatise with
victims of environmental disaster.
A student is able to: *16/9 (Monday)- Malaysia’s Day
9.5 Age of the  Gather and share informations
Earth 9.5.1 communicate about geological time scale TP1 : Recall the knowledge and science
about the geological time scale of
WEEK
of the Earth. skills on about the Earth’s structure/geo-
the Earth and method todetermine
38 disasters/Earth’s resources.
16/9-20/9 the age of the Earth.
9.5.2 explain the method to determine the age
of the Earth.  Using visual graphic presentation
TP2 : Understand the Earth’s
structure/geo-disasters/Earth’s resources to present about fossils and relate
9.5.3 communicate about fossils. Using visual and able to explain their understanding. it to earth history.
graphic presentation to present about
fossils.  Discuss how knowledge on fossils
TP3 : Apply knowledge on the Earth’s
structure/geo-disasters/Earth’s resources can help modern science.
9.5.4 reason about the importance of fossils in
the advancement of contemporary to accomplish simple task.
science. MODUL 15: EARTH 1
A student is able to: TP4: Analyse knowledge of knowledge on
9.6 Earth the Earth’s structure/geo-disasters/Earth’s  Search for information and carry
resources and 9.6.1 explain surface water and its risks. resources in context of problem solving out a multimedia presentation on
applied geology about events or natural phenomena.
surface water and aquifers.
9.6.2 explain the importance of underground
water and its risks. TP5 : Evaluate about the Earth’s
9.6.3 communicate about economic minerals.  Carry out a multimedia
structure/geo-disasters/Earth’s resources presentation on the formation of
Economicminerals consist of metallic
in the context of problem solving and petroleum and coal.
minerals, non-metallic minerals and rare
decision making to carry out a task.
earth minerals
.
9.6.4 explain the formation of petroleum and TP 6 : Design a presentation using multi
coal. media / visual / folio / poster / role play /  Discuss the economic prospects of
drama; with creative and innovative use of hydrothermal processes.
9.6.5 communicate about the hydrothermal science knowledge and skills of the
process. Earth’s structure/geo-disasters/Earth’s  Debate how exploitation of Earth’s
resources in the context of problem resources without proper planning
9.6.6solve problems about the negative solving and decision making; with regards may cause adverse effects on
effects of unplanned human activities living things on Earth.
to the social values/ economy / culture of
on all living things on Earth
the community.
WEEK
39
REVISION WEEK
23/9-27/9
WEEK
40
REVISION WEEK
30/9-4/10
WEEK
41-42
7/10- FINAL EXAMINATION
18/10
WEEK
43
21/10- DISCUSSION ON EXAM PAPER
25/10

WEEK *28/10 (Monday)-Deepavali Replacement


44 DISCUSSION ON EXAM PAPER
28/10-
1/11
WEEK AFTER FINAL EXAM PROGRAMME
45  PBD& PBL
4/11-8/11
WEEK AFTER FINAL EXAM PROGRAMME
46
11/11-  PBD& PBL
15/11
WEEK AFTER FINAL EXAM PROGRAMME
47
18/11-  PBD& PBL
22/11
23/11- END YEAR SCHOOL HOLIDAYS
1/1/2020

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