THEME: MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES

Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objectives
W1
1.1 Carry out activities to make A student is able to: The five sensory
4 - 8/1/2010 Understanding connection between the five organs have been
the sensory senses, the sensory organs and identify and relate a sensory introduced in
organs and their the stimuli. organ to its stimulus, Primary Science.
functions. state the pathway from stimulus
Discuss what happens in our body to response:
after a stimulus is detected. Stimulus- Sensory organs -
Nerves- Brain- Nerves -
Response

W2
1.2 Carry out activities to study the A student is able to: The structures of the
11 – 15/1/2010 Understanding following: receptors are not
the sense of a) structure of the human skin identify the structure of the required.
touch. involved in stimuli detection, human skin involved in stimuli
b) sensitivity of the skin at detection,
different parts of the body state the function of different
towards stimuli. receptors – pressure, heat, pain,
Discuss the sensitivity of the skin in draw conclusion on the sensitivity of
connection to the following the skin at different parts of the body
situations: towards stimuli.
receiving an injection,
using Braille.

1
 Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objectives
W3
1.3 Discuss the structure of the nose A student is able to:
18 – 22/1/2010 Understanding and the position of the sensory
the sense of cells using models, charts, computer identify the structure of the nose,
smell. software and other teaching aids. identify the position of the
sensory cells in the detection of
smell.
W4
1.4 Carry out activities to detect the A student is able to:
25 – 29/1/2010 Understanding different areas of the tongue that
the sense of respond to different tastes. identify the different areas of the
taste. tongue that respond to different
Carry out activities to find how taste taste,
is related to smell. relate the sense of taste with the sense
of smell.

W5
1.5 Observe and identify the structure A student is able to: Teacher is
1 – 5/2/2010 Understanding of the human ear. encouraged to use
the sense of identify the structure of the computer simulation
hearing Discuss the function of each part of human ear, to illustrate the hearing
the ear. explain the function of the mechanism.
Discuss the hearing mechanism. different parts of the ear,
describe how we hear.

2
 Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objectives
W6
1.6 Examine the cow’s eye or model A student is able to:
8 – 12/2/2010 Understanding of a human eye.
the sense of identify the structure of the
sight. Collect information on structure and human eye,
function of each part of the eye. explain the functions of different
Chinese New parts of the eye,
Year describe how we see.
Holiday (13 – Discuss how we see.
16/2/2010)
W7
1.7 Carry out activities to study: A student is able to: Relate the
17 – 19/2/2010 Understanding properties of light to
light and sight. reflection of light, describe the properties of light natural phenomena and
refraction of light between two i.e. reflection and refraction, daily usage. Angles of
mediums of different density. state the various defects of incidence, reflection,
vision, refraction and normal
explain ways to correct vision are not
Collect information about the types defects, required.
of defects of vision and the state and give examples of the
contribution/use of technology to limitations of sight, Astigmatism,
rectify them. connect stereoscopic and monocular optical illusions, blind-
visions with the survival of animals, spot, monocular and
identify the appropriate device to stereoscopic visions
overcome the limitations of sight. should be introduced.

3
Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objectives
Carry out activities to show what
short sightedness and long
sightedness are and how to
correct them.

Discuss what astigmatism is and

the way to correct it.

Carry out activities to investigate

the following:
optical illusion,
blind-spot.

Discuss the connection between

stereoscopic vision and monocular
vision with the survival of animals.
Gather information about the device Microscope,
to overcome the limitation of sight. magnifying glass,
telescope, binoculars,
ultrasound scanning
device, X-ray,
periscope should be
included.

4
 Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objectives
W8
1.8 Carry out activities to investigate: A student is able to:
22 – 25/2/2010 Understanding the production of sound, describe the properties of sound,
sound and the need of medium for sound to explain the reflection and absorption
hearing travel, of sound,
c) the reflection and absorption explain the defects of hearing,
of explain ways of rectifying the defects
sound. in hearing,
Collect information about state the limitations of hearing,
the defects of hearing, state the device used to Include devices such
ways to rectify the defects of overcome the limitations of as hearing aids and
hearing. hearing, stethoscope.
26/2/2010 is Discuss the limitations of hearing explain stereophonic hearing.
Maulidur Rasul and ways of improving it.
Carry out activities to investigate the
need for stereophonic hearing in
determining the direction of sound.

5
 Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objectives
W9
1.9 Carry out experiments to A student is able to: Responses in
1 – 5/3/2010 Understanding investigate and identify: plants should
the stimuli and stimuli detected by plants, state the stimuli that cause response ininclude phototropism,
responses in the parts of the plants sensitive to plants, geotropism,
plants. specific stimulus. identify the parts of plants hydrotropism, nastic
Discuss in what ways the response of sensitive to specific stimulus, movement,
plants towards stimuli are important relate the response in plants to tigmotropism.
for their survival. their survival.

6
LEARNING AREA: 2. NUTRITION
Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objectives
W10
2.1 Discuss the classes of food i.e. A student is able to: Only the major
8 – 12/3/2010 Analysing the carbohydrate, protein, fats, vitamins (A, B, C, D,
classes of food. vitamins, minerals, fibre and explain through examples the E and K) and
classes of food, minerals (calcium,
water and state their functions.
state the function of each class of sodium, iron, iodine,
Carry out activities to test for starch
food, phosphorus and
(iodine solution), glucose
test for starch, glucose, protein potassium) are
(Benedict solution), protein and fats. required.
(Millon’s reagent) and fats (alcohol- Vitamin B need not
emulsion test). be classified into
B1, B2 and so on.
School holiday Introduce alcohol-
(13 – 21/3/2010) emulsion test for fat.

W11
2.2 Discuss: A student is able to:
22 – 26/3/2010 Evaluating the what a balanced diet is,
importance of a the factors that determine a state what a balanced diet is,
balanced diet. person’s balanced diet: age, state the factors that must be
size, sex, job, climate, state considered when planning a
balanced diet,
of health. The unit of energy in
Collect food wrappers that show explain how the factors affect a
balanced diet, food can be
calorific value of food and make a state the quantity of energy in measured either in
list to show the calorific value for each gram of carbohydrate, protein joules or calories.
each type of food. and fats,

7
 Week / Date Learning Suggested Learning Activities
Objective
Discuss to estimate the calories of estimate the calories of food taken in
food taken in a meal.
Plan a balanced diet for a day.
(breakfast, lunch and dinner)
W12
2.3 Discuss that digestion is the
29/3 – 2/4/2010 Understanding breakdown of large food
the digestive molecules into smaller soluble
system in man. molecules that can be readily
absorbed by the body.
Identify parts of the digestive
system and the flow of food
particles in the alimentary canal
using model/chart/CD ROM.
Discuss the functions of the
various organs in the digestive
system and the enzymes found.
Carry out activities to show the
action of the enzyme in the saliva
on starch.
Learning Outcomes Notes
a meal,
plan a balanced diet.
A student is able to:
explain what digestion is,
identify the parts of the digestive
system,
describe the flow of food
particles in the alimentary canal,
state the functions of the organs
in the digestive system,
describe the process of digestion Enzymes should
in the alimentary canal, only include amylase,
list the end products of digestion protease
of carbohydrate, protein and fats. and lipase.
8
 Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective
W13
2.4 Discuss the process of A student is able to: The structure of
5 – 9/4/2010 Understanding absorption of the products of vilus is not
the process of digestion in the small intestine. explain the process of required. Need only
absorption of absorption of the products of mention vilus
digested food. Carry out an experiment to show digestion, increases the surface
the absorption of glucose through make inference about the area for
a Visking tube absorption of glucose through a absorption.
Visking tube.

W14
2.5 Discuss the reabsorption of water A student is able to:
12 – 16/4/2010 Understanding by the large intestine and the
the reabsorption process of defecation. state how water is reabsorbed
of water and Discuss the importance of good in the large intestine,
defecation. eating habits to avoid constipation. explain defecation,
relate the problem of defecation with
eating habits.

9
 Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective
W15
2.6 Plan and carry out a healthy A student is able to:
19 – 23/4/2010 Put into practice eating habit.
the habits of justify the importance of eating
healthy eating. Discuss the following topics : nutritious food,
a)practicing good eating put in practice good eating
habits i.e. eating nutritious food and habits,
eating in justify the generous distribution
moderation, of food to the underprivileged /
b)the generous distribution needy,
of food to the underprivileged / relate the dining culture of different
needy, people conforming to sensitivities and
c) cultural practices in dining religious beliefs.
conforming to sensitivities and
religious beliefs.

10
THEME: MAN AND THE VARIETY OF LIVING THINGS
LEARNING AREA: 1. BIODIVERSITY
Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective
W16
1.1 Discuss the diversity in the general A student is able to: Basic concept on
26 – 30/4/2010 Understanding characteristics of living organisms. variety of living
variety of living explain the diversity of living organisms has
organisms and Collect and classify various plants organisms in a habitat, been introduced in
their and animals into a system based classify various animals based primary science.
classification. on common characteristics. - on common characteristics,
Animal: Invertebrate, classify various plants based
vertebrate, mammal, fish, bird, on common characteristics, Emphasize only on
amphibian, reptile. explain the importance of the classification in
- Plant : Flowering plant, non- biodiversity to the environment. the suggested
flowering plant, monocotyledon,
dicotyledon.
- Build a concept map on living learning activities.
organisms based on the classification Malaysia is one of
above.
Discuss the importance of the twelve mega-
maintaining the biological diversity biodiversity countries
as one of the country’s natural in the world should be
heritage. highlighted.

11
LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
Learning
Week / Date Suggested Learning Activities Learning Outcomes Notes
Objective
W17
2.1 Carry out a field work to study A student is able to: Basic concept of
3 – 7/5/2010 Analysing the species, habitat, population, habitat has been
interdependence community in an ecosystem. state what species, population introduced in
among living and community are, primary school.
organisms. Carry out a discussion on state what habitat and
interdependence among living ecosystem are,
organisms and the environment identify various habitats in one During the field
to create a balanced ecosystem. ecosystem, work the concept of
explain through examples the ecology will be
interdependence among living constructed
organisms and the environment to through contextual
create a balanced ecosystem. learning.

12
 Learning
Week / Date Suggested Learning Activities Learning Outcomes Notes
Objective
W18
2.2 Collect and interpret data on the A student is able to: Basic concept of
10 – 14/5/2010 Evaluating the types of interactions between prey predator and
interaction living organisms as follows: list the types of interactions competition has
between living prey-predator, between living organisms, been taught in
organisms. symbiosis: commensalism, explain with examples the primary school.
mutualism and parasitism interactions between living
e.g. remora and shark, algae and organisms,
fungi, tape worm justify the importance of
and man, interaction between living organisms
c) competition. and the environment,
explain through examples the Refer to local
Conduct an activity to show the advantages and disadvantages issues like the crow
importance of the interaction problem in Kelang.
between organisms and the of biological control in regulating the
environment. number of pest in certain areas.
Discuss the advantages of biological
control in regulating the numbers of
pests in certain areas.

13
 Learning
Week / Date Suggested Learning Activities Learning Outcomes Notes
Objective
W19
2.3 Collect and interpret data on the A student is able to: Food chain has
17 – 21/5/2010 Synthesizing producer, consumer, decomposer been taught in
food web. and pyramid number. explain what producers, consumers primary science.
and decomposers
Construct a food web from a few are,
food chains and identify the combine a few food chains to
construct a food web,
producer, consumer and decomposer identify the producer, consumer and
Discuss the energy flow in the decomposer in a food web,
construct a pyramid number
food web constructed. from a food chain,
relate the food web and the
Conduct a game to show the effects pyramid number to energy flow, Refer to the crown of
of an increase or decrease in the predict the consequences if a certain thorn problem in the
number of organisms in a pyramid component of living organisms in the coral reef in the
number. Discuss the consequences if ecosystem is missing. marine parks.
a component of living organisms in
an ecosystem is missing.

14
 Learning
Week / Date Suggested Learning Activities Learning Outcomes Notes
Objective
W20
2.4 Carry out discussion on what A student is able to:
24 – 28/5/2010 Analysing photosynthesis is.
photosynthesis. state what photosynthesis is,
Carry out experiments to state the factors required for The carbon and
determine the factors needed for oxygen cycles should
photosynthesis,
photosynthesis i.e. carbon dioxide, be included.
state the products of
water, light and chlorophyll.
photosynthesis,
Discuss the importance of
control the variables that are
photosynthesis in maintaining a
required for photosynthesis,
balanced ecosystem.
explain the role of photosynthesis in
maintaining a balanced ecosystem.
Discuss the carbon and oxygen
cycles.

15
 Learning
Week / Date Suggested Learning Activities Learning Outcomes Notes
Objective
W21
2.5 Collect and interpret data on the A student is able to: The role of man in
1 – 4/6/2010 Evaluating the conservation and preservation of conservation and
importance of living organisms. explain what conservation and preservation has
preservation are, been highlighted in
conservation and
Carry out a field work in a natural explain the steps taken to primary school.
preservation of forest reserve (wetlands, highland preserve and conserve living
living organisms. forest or tropical rain forest) or an organisms,
animal sanctuary to study the justify the importance of
conservation and preservation of conservation and preservation of
living organisms. living organisms,
support activities organised by
Carry out a discussion on how the various parties to preserve and
conserve the living organisms.
improvement in science and
technology helps in the conservation
and preservation of living organisms.
School holiday Run a campaign to stress on the Forest is also home to
(5 – 20/6/2010) importance of conservation and some indigenous
preservation / Carry out a role play people should be
involving the parties concerned in included.
solving problems related to the
conservation and preservation of
living organisms.

16
 Learning
Week / Date Suggested Learning Activities Learning Outcomes Notes
Objective
W22
2.6 Carry out a brainstorming session A student is able to: Examples of
21 – 25/6/2010 Evaluating the to discuss the environmental environmental
role of man in issues affecting the balance in explain the effects of human issues:
maintaining the nature and how to solve it. activities on the balance in Global climate
balance in nature. nature, change,
Carry out a discussion to justify that describe how man solves habitat destruction,
man needs stable and productive problems related to environment, species extinction, air,
ecosystem to ascertain a harmonious justify that human need a stable, soil and water
life. productive and balanced pollution, loss of
ecosystem. wetlands,
solid waste
management,
deforestation, land
overuse, over fishing,
toxin in the
environment, (release
of excessive
chemicals into our
environment –
includes pesticides,
fertilizers and
pollutants)

17
THEME: MATTER IN NATURE
LEARNING AREA: 1.0 WATER AND SOLUTION
Learning
Week / Date Suggested Learning Activities Learning Outcomes Notes
Objective
W23
1.1 Carry out activities to determine A student is able to: The Kinetic Theory
28/6 – 2/7/2010 Analysing the the following: should be
physical the freezing point of water, state the meaning of the
introduced.
characteristics of the boiling point of water. freezing point of water,
Relate the freezing
water. state the meaning of the boiling
Carry out an activity to observe the point of water, and boiling point of
effects of impurities on the describe the physical water to the Kinetic
physical characteristics of water. characteristics of water, Theory.
explain through examples the effects
of impurities on the physical
characteristics of water.

18
 Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective
W24
1.2 Carry out an electrolysis to A student is able to: The ionic theory
5 – 9/7/2010 Analysing the determine the ratio of hydrogen to on electrolysis is
composition of oxygen in a molecule of water. determine the composition of not needed
water. water, Understanding that
test the presence of hydrogen hydrogen is
and oxygen. discharged at the
cathode and
oxygen at the
anode is adequate.
The ratio of gases is
required.

19
 Learning
Week / Date Suggested Learning Activities Learning Outcomes Notes
Objective
W25
1.3 Carry out experiments to study the A student is able to:
12 – 16/7/2010 Analysing the factors affecting the rate of
process of evaporation of water i.e. humidity, explain what evaporation is,
evaporation of the temperature of the explain through examples the
water. surrounding, surface area and the factors that affect the rate of
evaporation of water with reference to
movement of air.
the Kinetic Theory,
Discuss the factors affecting the
compare and contrast between
rate of evaporation in relation to the evaporation and boiling,
Kinetic Theory. describe the application of the
evaporation of water in daily
Discuss the similarities and life.
differences between evaporation and
boiling.
Gather information on evaporation
process and its application in daily
life.i.e. drying of clothes,
preservation of agricultural products
and processing of food.

20
 Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective
W26
1.4 Discuss the differences between A student is able to:
19 – 23/7/2010 Analysing solute, solvent and solution.
solution and Carry out activities to prepare a explain what solute, solvent
solubility. and solution are,
dilute solution, a concentrated
contrast and compare
solution and a saturated solution.
between dilute solution, concentrated
Discuss the similarities and
and saturated
differences between dilute solution, solution,
concentrated solution and saturated explain what suspension is,
solution. explain what solubility is,
explain the factors affecting
Carry out activities to illustrate the the solubility of solutes in Introduce insoluble
differences between a solution and a water, sediments are known
suspension. explain the importance of water as a as residue.
Carry out experiments to determine universal solvent in life,
the factors affecting the solubility of give examples on the uses of organic
a solute. solvents in our everyday life.
Nature of solvent,
Nature of solute,
Temperature.

21
Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective
Carry out experiments to determine
the factors affecting the rate of
dissolving:
temperature,
rate of stirring,
size of solute particle.
Discuss the importance of water as a
universal solvent in life.
Gather information on the
application of organic solvents in
daily life.

22
 Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective
W27 Carry out activities to study:
1.5 A student is able to: Caution:
26 – 30/7/2010 Analysing acid
and alkali. the properties of acid in terms of pH identify the properties of acid, Chemicals in the
value, taste, corrosive nature, effectidentify the properties of alkali, laboratory should not
on state that acid and alkali only be tasted.
litmus paper, reaction with show their properties in the
presence of water,
Use only dilute acid
metals such as magnesium and zinc, explain through examples the
and dilute alkali.
the characteristics of alkali in definition of acid and alkali,
Do not use active
identify the substances which
terms of pH value, taste, corrosive are acidic or alkaline in everyday life, metals such as
nature, effect on litmus paper, state the uses of acid and alkali in Potassium and
carry out a discussion to define acid daily life, Sodium in the
and alkali operationally. explain the meaning of neutralisation, reaction with acid.
Carry out activities to determine the write an equation in words to describe
acidic and alkaline substances in the neutralisation process,
daily life. explain through examples the uses of
neutralisation in daily life.

23
Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective

Gather information on the usage of

acid and alkali in everyday life such
as in agriculture and industry.
Discuss on the meaning of
neutralisation.

Carry out an activity

to show neutralisation using the
hydrochloric acid and sodium
hydroxide of the same concentration.

Discuss the application of

neutralisation in daily life e.g. using
shampoo and conditioner and, insect
bite.

24
 Learning
Week / Date Suggested Learning Activities Learning Outcomes Notes
Objective
W28
1.6 Make a visit to a water purification A student is able to:
2 – 6/8/2010 Analysing the site. list the natural sources of
methods of water Brainstorming on the following: water,
state the reasons for water
purification. natural resources of water, purification,
the reasons for water describe the various types of
purification. water purification,
Discuss the various types of water compare the strengths and
purification such as filtration, weaknesses of the various types of
boiling, chlorination and distillation. water purification.
Carry out activities to study the
various types of water purification
such as filtration, boiling and
distillation.
Pupils present their findings to
discuss the strengths and weaknesses The latest
of the various types of water developments in
purification. water purification e.g.
ultra-violet treatment
can be discussed.

25
 Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective
W29
1.7 Make a visit to a water processing A student is able to:
9 – 13/8/2010 Analysing the plant to study the water supply
water supply system and stages involved in describe how the water supply
system. water purification. system works,
Discuss the ways to save water. explain ways to save water.
Do a project on how much water the
average household uses.

26
 Learning
Week / Date Suggested Learning Activities Learning Outcomes Notes
Objective
W30
1.8 Collect and interpret data on types A student is able to:
16 – 20/8/2010 Understanding of water pollutants which include: give examples of water
the preservation industrial waste such as chemical andpollutants,
of radioactive explain the effect of water
water quality. residues, pollution on living things,
domestic waste such as explain ways to control water
garbage and sewage, pollution,
chemicals from the explain ways to preserve water
and its quality.
agricultural activities such as
fertilisers and
pesticides,
siltation caused by constructions and
deforestation,
accidental spillage from tankers
Conduct discussion on the effect of
water pollution on living things.

Generate ideas on ways to control

water pollution.
Discuss ways to conserve and
preserve water and its quality. Run a
campaign on ‘Love Our Rivers’.

27
LEARNING AREA: 2. AIR PRESSURE
Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective
W31
2.1 Carry out an activity to discuss the A student is able to :
23 – 27/8/2010 Understanding kinetic theory of gases.
air pressure. explain the existence of air
Carry out an activity to show that pressure with reference to the
air exerts pressure. Kinetic Theory,
Carry out activities to show the explain the factors affecting air
factors affecting air pressure, i.e. pressure.
volume and temperature.

28
 Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective
W32
2.2 Collect and interpret data on A student is able to: Caution:
30/8 – 3/9/2010 Applying the appliances that use the principle of
principle of air air pressure. explain with examples things Do not place tank
pressure in that use the principle of air containing gas
daily life. Gather information and discuss the pressure, under high pressure
application of air pressure in generate ideas to solve near heat.
31/8 is syringe, siphon, spraying pump problems using the principle of
Independent and drinking straw. air pressure,
Holiday relate the safety measures
Discuss ways of using the taken when using gas under
principle of air pressure to solve high pressure.
daily problems such as blockage in
sinks and pouring condensed milk
from a can.
School holiday
(4/9 – 12/9/2010) Gather information on how a gas
tank containing gas under high
pressure works.
Discuss the safety precautions taken
when using gas under high pressure.

29
THEME: FORCE AND MOTION
LEARNING AREA: 1. DYNAMICS
Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective
W33
1.1 Carry out activities to show A student is able to:
13 – 17/9/2010 Understanding pushing and pulling are forces.
force. state that a force is a push or a
Carry out activities to show the pull,
effects of force (changes in shape, explain the effects of forces,
position, speed and direction). explain the various types of forces.
Carry out activities to show different
types of forces (frictional,
gravitational, electrostatic and
magnetic force).

W34
1.2 Discuss the unit of force and the A student is able to:
20 – 24/9/2010 Understanding principle of a spring balance.
state the unit of force,
the measurement
Carry out activity to measure the explain how a spring balance
of force. magnitude of force. works,
measure the magnitude of force.

30
 Week / Date Learning Suggested Learning Activities
Objective
W35
1.3 Discuss with examples to show
27/9 – 1/10/2010 Application of
frictional force. the existence of frictional force.
Carry out activities to identify the
direction of frictional force and
measure the magnitude of the force.
Carry out an experiment to show
how different types of surfaces
affect the magnitude of frictional
force.
Gather information and discuss the
advantages and
disadvantages of friction.
Carry out activities on ways to
increase friction,
reduce friction.
Discuss the application of increasing
and decreasing friction in our daily
life.
31
Learning Outcomes Notes
A student is able to:
explain with example the
existence of frictional force,
state the direction and the
magnitude of frictional force,
carry out an experiment to show
how different types of surfaces
affect frictional force,
explain the advantages and
disadvantages of friction, Ignore static frictional
explain ways to increase friction, force.
explain ways to reduce friction,
explain with examples the
application of friction in daily life.
 Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective
W36 1.4 A student is able to:
Application of explain with examples how work is
Discuss with examples to show work
4 – 8/10/2010 work done,
is done when an object is moved by a
state the unit of work,
force.
calculate the work done.
Carry out activities to determine the
work done by using:
Work (J)
= Force (N) X Distance (m)

W37 1.5 A student is able to:

Application of state the meaning of power,
Carry out activities to determine
11 – 15/10/2010 power. state the unit of power,
power by using:
calculate power on the work
Power (W) = Work (J)
done.
Time (s)

1.6 Create an activity e.g. drawing a A student is able to:

Analysing the poster, sketching or acting to show describe how life will be if force
importance of how life would be without force. does not exist.
force in life.

32
LEARNING AREA: 2. SUPPPORT AND MOVEMENT
Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective
W38
2.1 Gather information and discuss A student is able to: For invertebrates
18 – 22/10/2010 Understanding the various support systems in introduce
the support land and aquatic vertebrates, explain the support system in exoskeleton,
systems in land and aquatic invertebrates. vertebrates and the various support endoskeleton,
animals. systems in hydrostatic
Carry out discussions on the invertebrates, skeleton
following: compare and contrast the
similarities and differences support system between land
between support systems in land and and aquatic vertebrates,
aquatic vertebrates, compare and contrast the support
similarities and differences system between land
between support systems in land and and aquatic invertebrates.
aquatic invertebrates.

2.2 Carry out field work to study A student is able to: Features that help
Understanding various support systems of plants. non-woody plants
the support explain the various support systems in include tendrils,
systems in Carry out activities to classify woody and non- thorns, air sacs in
plants. plants based on their support woody plants, aquatic plants.
systems. classify plants based on their support
systems.

33
Week / Date Learning Suggested Learning Activities Learning Outcomes Notes
Objective
2.3 Appreciating A student is able to:
the support Discuss issues e.g. • justify the importance of the
system in inability of whales to move back to support system to living things.
living things. sea after being washed ashore,
a crippled person using crutches for
support.

34
THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
LEARNING AREA: 1. STABILITY
Week / Date Learning Suggested Learning Learning Outcomes Notes
Objective Activities
W39
1.1 Carry out activities to find A student is able to:
25 – 29/10/2010 Understanding that the the point of equilibrium in
centre of gravity regular and irregular determine the point of
affects stability. shapes. equilibrium in regular and
Carry out an experiment to irregular shapes,
relate the point of
find out how the centre of equilibrium as the centre
gravity affects the stability of gravity of objects,
of an object by relate the centre of gravity
manipulating the to the stability of objects.
height,
base area.
Discuss the relationship
between the centre of gravity
and stability.

35
Week / Date Learning Suggested Learning Learning Outcomes Notes
Objective Activities
1.2 Carry out a brainstorming A student is able to:
Appreciating the session on ways to
importance of stability. improve stability. suggest ways to improve
the stability of objects
Carry out activities like around them,
doing projects or playing explain with examples the
games to build models by application of stability in
applying the concept of life.
stability.

36
LEARNING AREA: 2. SIMPLE MACHINE
Week / Date Learning Suggested Learning Learning Outcomes Notes
Objective Activities
W40
2.1 Discuss how a small effort A student is able to: When we open the
1 – 5/11/2010 Analysing levers. can overcome a large load door or use a wrench
with the use of a lever. list things around them to loosen a nut, we are
that use the principle of applying a force that
Make an observation on the lever, causes a turning effect to
devices that use the state what a lever can do, accomplish the desired
principles of levers. identify load, force and task. The
Identify the load, force and fulcrum in the lever, turning effect is called the
fulcrum, and then classify classify levers, moment of a
the systems into first, second explain what is meant by force.
and third class levers. the moment of a force,
Discuss how humans apply solve problems related to
the principles of levers to levers.
help them overcome large
load.
Discuss that the moment of
force
= force X perpendicular
distance from the pivot to
force.
Carry out an activity to show
the relationship between
moment and the product of
force and distance.

37
 Learning Suggested Learning
Week / Date Learning Outcomes Notes
Objective Activities

Solving problems related to

levers using the following
formulae:
Load (N) X distance of the
load from fulcrum (m) =
Force (N) X distance of the
force from the fulcrum
(m)

2.2 Carry out a project to build A student is able to:

Appreciating the a device using the
innovative efforts in the principle of a lever. • design or improvise a
design of machine to device that use the
simplify work. principle of a lever.
YEARLY PLAN
2010