Yearly Plan Science Form 2 2011

Yearly Plan

SCIENCE
Form 2
Yearly Plan Science Form 2 2011

No. of Learning objectives Suggested learning activities Learning outcomes Scientific attitudes Remarks/ vocabulary/ teaching
week/ and noble values aids
weeks
1 1. THE WORLD
(3/1- THROUGH OUR Carry out activities to make A student is able to: The five sensory brain – otak
7/1) SENSE connection between the five - Identify and relate a sensory organs have been nerve – saraf
1.1 senses, the sensory organs and organ to its stimulus, introduced in response – gerakbalas
Understanding the stimuli. - State the pathway from Primary Science. stimuli – rangsangan
the sensory stimulus sensory organ – organ
organs and Discuss what happens in our body to response: Appreciating the deria
their functions. after a stimulus is detected. Stimulus� Sensory organs � contribution of
Nerves� Brain� Nerves � science and CD 1
Response technology LESSON 1

1
(3/1- 1.2 Carry out activities to study the A student is able to: The structures of the cold – kesejukan
7/1) Understanding following: - Identify the structure of the receptors are not heat – kepanasan
the sense of a) structure of the human skin human skin involved in stimuli required. pain – kesakitan
touch. involved in stimuli detection, detection, pressure – tekanan
b) sensitivity of the skin at - State the function of different Appreciating the receptor – hujung saraf
different parts of the body receptors – pressure, heat, pain, contribution of sensitivity – kepekaan
towards stimuli. - Draw conclusion on the science and skin – kulit
sensitivity of the skin at technology touch – sentuhan

different parts of the body

Discuss the sensitivity of the skin towards stimuli.
in connection to the following CD 1
situations: LESSON 2,3
a) receiving an injection,
b) using Braille.

1
(3/1- 1.3 Discuss the structure of the nose A student is able to: Appreciating the nose – hidung
7/1) Understanding and the position of the sensory - Identify the structure of the contribution of sensory cells – sel deria
the sense of cells using models, charts, nose, science and
smell. computer software and other - Identify the position of the technology CD 1
teaching aids. sensory cells in the detection of LESSON 4
Yearly Plan Science Form 2 2011

smell.

2
(10/1- 1.4 Carry out activities to detect the A student is able to: bitter – pahit
14/1) Understanding different areas of the tongue that - Identify the different areas of salty – masin
the sense of respond to different tastes. the tongue that respond to sour – masam
taste. different taste, sweet – manis
Carry out activities to find how - Relate the sense of taste with taste – rasa
taste is related to smell. the sense of smell. tongue – lidah

CD 1
LESSON 5

2
(10/1- 1.5 Observe and identify the structure A student is able to: Teacher is Cochlea – koklea
14/1) Understanding of the human ear. - Identify the structure of the encouraged to use ear – telinga
the sense of human ear, computer
hearing.

Discuss the function of each part - Explain the function of the simulation ear drum – gegendang
of the ear. different parts of the ear, to illustrate the telinga
- Describe how we hear. hearing mechanism.
Discuss the hearing mechanism. CD 1
LESSON 6,7

3
(17/1- 1.6 Examine the cow’s eye or model A student is able to:
21/1) Understanding of a human eye. - Identify the structure of the CD 1
the sense of Collect information on structure human eye, LESSON 8,9,10,11
sight. and function of each part of the - Explain the functions of
eye. different parts of the eye,
Discuss how we see. - Describe how we see.
3
(17/1- 1.7 Carry out activities to study: A student is able to: Relate the density – ketumpatan
21/1) Understanding a) reflection of light, - Describe the properties of light properties of light to medium –
light and sight. b) refraction of light between two i.e. reflection and refraction, natural phenomena bahantara/medium
mediums of different density. - State the various defects of and daily usage. reflection – pantulan
Yearly Plan Science Form 2 2011

vision, refraction – pembiasan

Collect information about the types - Explain ways to correct vision Angles of incidence, astigmatism –
of defects of vision and the defects, reflection, refraction astigmatisme
contribution/use of technology to - State and give examples of the and normal are not blind spot – bintik (or titik)
rectify them. limitations of sight, required. buta
- Connect stereoscopic and long sightedness – rabun
Carry out activities to show what dekat
Astigmatism,
monocular visions with the optical illusions,
short sightedness and long survival of animals, blind-spot,
sightedness are and how to - Identify the appropriate device monocular and monocular vision –
correct them. to overcome the limitations of stereoscopic visions penglihatan monokular
sight. optical illusion – ilusi optik
Discuss what astigmatism is and periscope – periskop
the way to correct it. should be introduced. short sightedness – rabun
jauh
Microscope, stereoscopic vision –
magnifying glass, penglihatan stereoskopik
Carry out activities to investigate telescope,
the following: binoculars,
a) optical illusion, ultrasound scanning
b) blind-spot. device, X-ray,
periscope should be CD 2
Discuss the connection between included. LESSON 12,13,14,15,16,17
stereoscopic vision and monocular
vision with the survival of animals.

Gather information about the

device to overcome the limitation
of sight.

4
(24/1- 1.8 Carry out activities to investigate: A student is able to: Include devices
28/1) Understanding a) the production of sound, - Describe the properties of such as hearing aids
sound and b) the need of medium for sound sound, and stethoscope.
hearing. to travel, - Explain the reflection and
c) the reflection and absorption of absorption of sound,
Yearly Plan Science Form 2 2011

sound.

Collect information about - Explain the defects of hearing,

a) the defects of hearing,
b) ways to rectify the defects of
hearing.
Discuss the limitations of hearing
and ways of improving it.
- Explain ways of rectifying the
defects in hearing,
- State the limitations of hearing,
- State the device used to CD 2
overcome the limitations of LESSON 18,19,20

Carry out activities to investigate

the need for stereophonic hearing hearing,
in determining the direction of - Explain stereophonic hearing.
sound.

4
(24/1- 1.9 Carry out experiments to A student is able to: Responses in
28/1) Understanding investigate and identify: - State the stimuli that cause plants should
the stimuli and a) stimuli detected by plants, response in plants, include CD 3
responses in b) the parts of the plants sensitive - Identify the parts of plants phototropism, LESSON 21,22,23,24
plants. to specific stimulus. sensitive to specific stimulus, geotropism,
- Relate the response in plants to hydrotropism,
Discuss in what ways the their survival. nastic movement,
response of plants towards stimuli tigmotropism.
are important for their survival.
Yearly Plan Science Form 2 2011

No. of Learning objectives Suggested learning activities Learning outcomes Scientific attitudes Remarks/ vocabulary/
week/ and noble values teaching aids
weeks
5 Federal Territory Day (1 Feb 2011)
(31/1- Chinese New Year (3 Feb – 4 Feb 2011)
4/2)
6 2. NUTRITION
(7/2- 2.1 Discuss the classes of food A student is able to: Only the major fats – lemak
11/2) Analysing the i.e.carbohydrate, protein, fats, - Explain through examples the vitamins (A, B, C, fibre – pelawas
classes of food. vitamins, minerals, fibre and water and state classes of food, D, E and K) and potassium – kalium
their functions. - State the function of each class Minerals (calcium, starch – kanji
of food, sodium, iron, sodium – natrium
Carry out activities to test for - Test for starch, glucose, protein iodine, phosphorus
starch (iodine solution), glucose and fats. and potassium) are
(Benedict solution), protein (Millon’s required.
reagent) and fats Vitamin B need not CD 3
(alcohol-emulsion test). be classified into B1, LESSON 25,26,27,28,29,30
B2 and so on.
Introduce
alcoholemulsion
test for fat.
7
(14/2- 2.2 Discuss: A student is able to: The unit of energy in balanced diet – gizi
18/2) Evaluating the a) what a balanced diet is, - State what a balanced diet is, food can be measured seimbang
importance of a b) the factors that determine a - State the factors that must be either in joules or calorific value – nilai kalori
balanced diet. person’s balanced diet: age, considered when planning a calories. climate – cuaca
size, sex, job, climate, state balanced diet, food wrapper – bungkusan
of health. - Explain how the factors affect Having an interest makanan
a balanced diet, and curiosity toward
Collect food wrappers that show - State the quantity of energy in the environment
calorific value of food and make a each gram of carbohydrate, CD 3
list to show the calorific value for protein and fats, LESSON 31,32
each type of food. - Estimate the calories of food
taken in a meal,
Discuss to estimate the calories - Plan a balanced diet.
of food taken in a meal.
Plan a balanced diet for a day.
Yearly Plan Science Form 2 2011

(breakfast, lunch and dinner)

8
(21/2- 2.3 Discuss that digestion is the
25/2) 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.
A student is able to: Enzymes should alimentary canal – salur
- Explain what digestion is, only include penghadaman
- Ientify the parts of the amylase, protease anus – dubur
digestive system, and lipase. appendix – umbai usus
- Describe the flow of food bile – jus hempedu
particles in the alimentary canal, Having an interest digestion – penghadaman
- State the functions of the and curiosity toward enzyme – enzim
organs in the digestive system, the environment gall bladder – pundi
- Describe the process of hempedu
gut – salur penghadaman
insoluble – tidak larut
digestion in the alimentary canal, large intestine – usus
- List the end products of besar
digestion of carbohydrate, liver – hati
protein and fats. saliva – air liur
small intestine – usus kecil
stomach – perut
CD 3
LESSON 33,34,35

8
(21/2- 2.4 Discuss the process of A student is able to: The structure of absorption – penyerapan
25/2) Understanding absorption of the products of - Explain the process of vilus is not analogise – membuat
the process of digestion in the small intestine. absorption of the products of required. Need only analogi
absorption of digestion, mention vilus blood stream – aliran
digested food. Carry out an experiment to show - Make inference about the increases the darah
the absorption of glucose through absorption of glucose through a surface area for diffusion – resapan
a Visking tube. Visking tube. absorption.
Having an interest
and curiosity toward CD 4
the digested food LESSON 35,36
9 TEST 1
Yearly Plan Science Form 2 2011

(28/2-
4/3)
10
(7/3- 2.5 Discuss the reabsorption of water A student is able to: Having an interest constipation – sembelit
11/3) Understanding by the large intestine and the - State how water is reabsorbed and curiosity toward defecation – penyahtinjaan
the reabsorption process of defecation. in the large the large intestine – usus
of water and intestine, defecation besar
defecation. Discuss the importance of good - Explain defecation, CD 4
eating habits to avoid - Relate the problem of LESSON 38,39
constipation. defecation with eating habits.

10 2.6 Plan and carry out a healthy A student is able to: Realizing that science habits – amalan
(7/3- Put into practice eating habit. - Justify the importance of eating is a means to needy – sangat miskin
11/3) the habits of nutritious food, understand nature nutritious food – makanan
healthy eating.
Discuss the following topics : - Put in practice good eating berkhasiat
a) practicing good eating habits habits, underprivileged – kurang
i.e. eating nutritious - Justify the generous bernasib baik
food and eating in moderation, distribution of food to the
b) the generous distribution of food to the underprivileged / needy, CD 4
underprivileged / needy, - Relate the dining culture of LESSON 40
c) cultural practices in dining different people conforming to
conforming to sensitivities and religious sensitivities and religious
beliefs. beliefs.
(12/3- MID TERM SCHOOL HOLIDAY 1
20/3 )
Yearly Plan Science Form 2 2011

No. of Learning objectives Suggested learning activities Learning outcomes Scientific attitudes Remarks/ vocabulary/
week/ and noble values teaching aids
weeks
11-12 3.
(21/3- BIODIVERSITY Discuss the diversity in the general A student is able to: Basic concept on amphibian – amfibia
1/4) 3.1 characteristics of living organisms. - Explain the diversity of living variety of living dicotyledon – dikotiledon
Understanding organisms in a habitat, organisms has diversity – kepelbagaian
variety of living Collect and classify various plants - Classify various animals based been introduced in fish – ikan
organisms and and animals into a system based on common characteristics, primary science. flowering plant – tumbuhan
their on common characteristics. - Classify various plants based Emphasize only on berbunga
classification. - Animal: Invertebrate, on common characteristics, the classification in invertebrate –
vertebrate, mammal, fish, bird, - Explain the importance of the suggested invertebrata
amphibian, reptile. biodiversity to the environment. learning activities. mammal – mamalia
- Plant : Flowering plant, nonflowering Malaysia is one of monocotyledon –
plant, monocotyledon, the twelve mega monokotiledon
dicotyledon. biodiversity non-flowering plant –
- Build a concept map on living countries in the tumbuhan tidak berbunga
organisms based on the world should be reptile – reptilia
classification above. highlighted. vertebrates – vertebrata
Appreciating the
Discuss the importance of contribution of CD 4
maintaining the biological diversity science and LESSON 41
as one of the country’s natural technology PEKA 1
heritage.
Yearly Plan Science Form 2 2011

No. of Learning objectives Suggested learning activities Learning outcomes Scientific attitudes Remarks/ vocabulary/
week/ and noble values teaching aids
weeks
13 4.
(4/4- INTERDEPEND Carry out a field work to study A student is able to: Basic concept of community – komuniti
8/4) ENCE AMONG species, habitat, population, - State what species, population habitat has been ecosystem – ekosistem
LIVING community in an ecosystem. and community are, introduced in environment –
ORGANISMS - State what habitat and primary school. persekitaran
AND THE Carry out a discussion on ecosystem are, habitat – habitat
ENVIRONMENT interdependence among living - Identify various habitats in one During the field interdependence – saling
4.1 organisms and the environment ecosystem, work the concept of bersandaran
Analysing the to create a balanced ecosystem. - Explain through examples the ecology will be predict – meramal
interdependence interdependence among living constructed population – populasi
among living organisms and the environment through contextual species – spesis
organisms. to create a balanced ecosystem. learning.
CD 1
LESSON 42,43,44,45,46

14
(11/4- 4.2 Collect and interpret data on the A student is able to: Basic concept of advantage – kebaikan
15/4) Evaluating the types of interactions between - List the types of interactions prey predator and biological control –
interaction living organisms as follows: between living organisms, competition has kawalan biologi
between living a) prey-predator, - Explain with examples been taught in competition – persaingan
organisms. b) symbiosis: commensalism, primary school.

the interactions between living disadvantage – keburukan

mutualism and parasitism
e.g. remora and shark, algae and
fungi, tape worm and man,
c) competition.
Conduct an activity to show the
importance of the interaction
between organisms and the
organisms,
- Justify the importance of
interaction between living
organisms and the environment,
- Explain through examples the
advantages and disadvantages of
biological control in regulating
the number of pest in certain
Refer to local interaction – interaksi
issues like the crow parasitism – parasitisme
problem in Kelang. pest – perosak
prey predator –
mangsa pemangsa
regulate – mengawal
symbiosis – simbiosis
Yearly Plan Science Form 2 2011

environment. areas. CD 4 & 5

LESSON 47,48,49,50
Discuss the advantages of
biological control in regulating the
numbers of pests in certain areas.

15
(18/4- 4.3 Collect and interpret data on the A student is able to: Food chain has balance in nature-
22/4) Synthesizing producer, consumer, decomposer - Explain what producers, been taught in keseimbangan
food web. and pyramid number. consumers and decomposers are, primary science. alam
- Combine a few food chains to consumer- pengguna
Construct a food web from a few construct a food web, Refer to the crown of decomposer-pengurai
food chains and identify the - Identify the producer, thorn problem in the food web-siratan makanan
producer, consumer and consumer and decomposer in a coral reef in the primary consumer –
decomposer. food web, marine parks. pengguna primer
- Construct a pyramid number producer-pengeluar
Discuss the energy flow in the from a food chain, pyramid number-
food web constructed. piramidnombor
Conduct a game to show the
effects of an increase or decrease - Relate the food web and the secondary consumer –
in the number of organisms in a pyramid number to energy flow, pengguna sekunder
pyramid number. - Predict the consequences tertiary consumer –
Discuss the consequences if a component if a certain component of living pengguna tertier
of living organisms in an ecosystem organisms in the ecosystem is
is missing. missing.
CD 5
LESSON 51,52,53
16
(25/4- 4.4 Carry out discussion on what A student is able to: The carbon and balanced ecosystem –
29/4) Analysing photosynthesis is. - State what photosynthesis is, oxygen cycles ekosistem yang seimbang
photosynthesis. - State the factors required for should be included. oxygen cycle - kitar
Carry out experiments to photosynthesis, oksigen
determine the factors needed for - State the products of carbon cycle – kitar karbon
photosynthesis i.e. carbon dioxide, water, photosynthesis, photosynthesis-fotosintesis
light and chlorophyll. - Control the variables that are
required for photosynthesis, CD 5
Discuss the importance of - Explain the role of LESSON 54,55,56,57,58
Yearly Plan Science Form 2 2011

photosynthesis in maintaining a photosynthesis in maintaining a

balanced ecosystem. balanced ecosystem.

Discuss the carbon and oxygen

cycles.

17
(2/5- 4.5 Collect and interpret data on the A student is able to: The role of man in conservation-pemuliharaan
6/5) Evaluating the conservation and preservation of - Explain what conservation

reserve forest – hutan

importance of living organisms. conservation and and preservation has simpan
conservation preservation are, been highlighted in highland forest – hutan
and Carry out a field work in a natural - Explain the steps taken to primary school. tanah tinggi
preservation of forest reserve (wetlands, highland preserve and conserve living indigenous people – orang
living forest or tropical rain forest) or an organisms, Forest is also home to asli
organisms. - Justify the importance of some indigenous preservation-pemeliharaan
animal sanctuary to study the conservation and preservation of people should be sanctuary-santuari
conservation and preservation of living organisms, included. tropical rainforest – hutan
living organisms. - Support activities organised by hujan tropika
various parties to preserve and wetlands – tanah bencah
Carry out a discussion on how the conserve the living organisms. /lembap
improvement in science and
technology helps in the conservation and
preservation of
living organisms. CD 5
LESSON 59
Run a campaign to stress on the
importance of conservation and
preservation / Carry out a role play
involving the parties concerned in
solving problems related to the
conservation and preservation of
living organisms.

18
(9/5- 4.6 Carry out a brainstorming session A student is able to: Examples of acid rain – hujan asid
Yearly Plan Science Form 2 2011

13/5) Evaluating the to discuss the environmental - Explain the effects of human environmental brainstorming –
role of man in issues affecting the balance in activities on the balance in issues: sumbangsaran
maintaining the nature and how to solve it. Global climate climate change –

nature,
balance in nature. Carry out a discussion to justify - Describe how man solves change, habitat perubahan iklim
that man needs stable and problems related to environment, destruction, deforestation –
productive ecosystem to ascertain - Justify that human need a species extinction, penebangan hutan
a harmonious life. stable, productive and air, soil and water excessive – berlebihan
balanced ecosystem. pollution, loss of land overuse –
wetlands, solid waste penggunaan tanah yang
management, tidak terkawal
deforestation, land green house effect – kesan
overuse, over fishing, rumah hijau
toxin in the over fishing –
environment, penangkapan ikan tidak
(release of excessive terkawal
chemicals into our pollution – pencemaran
environment – solid waste management –
includes pesticides,
fertilizers and CD 5
pollutants). LESSON 60,61,62

19-20 MID YEAR EXAMINATION

(16/5 –
27/5)
MID TERM (FIRST TERM) SCHOOL HOLIDAY (28/5-12/6)
Yearly Plan Science Form 2 2011

No. of Learning objectives Suggested learning activities Learning outcomes Scientific attitudes Remarks/ vocabulary/
week/ and noble values teaching aids
weeks
21 5.0 WATER AND
(13/6- SOLUTION Carry out activities to determine A student is able to: The Kinetic Theory boiling point – takat didih
17/6) the following: - State the meaning of the should be freezing point – takat beku
5.1 - The freezing point of water, freezing point of water, introduced. impurities – bendasing
Analysing the - The boiling point of water. - State the meaning of the inference – inferens
physical boiling point of water, Relate the freezing physical characteristics –
characteristics Carry out an activity to observe the - Describe the physical and boiling point of ciri-ciri fizikal
of water. effects of impurities on the characteristics of water, water to the Kinetic
physical characteristics of water. - Explain through examples the Theory. CD 5
effects of impurities on the LESSON 63,64
physical characteristics of water.

22
(20/6- 5.2 Carry out an electrolysis to A student is able to: The ionic theory anode – anod
24/6) Analysing the determine the ratio of hydrogen to - Determine the composition of on electrolysis is cathode – katod
composition of oxygen in a molecule of water. water, not needed. composition – komposisi
water. - Test the presence of hydrogen Understanding that ionic theory – teori ionik
and oxygen. hydrogen is electrolysis – elektrolisis
discharged at the discharge – terhasil
cathode and oxygen
at theanode is
adequate. CD 6
The ratio of gases LESSON 65
is required.

22
(20/6- 5.3 Carry out experiments to study the A student is able to: agricultural product – hasil
24/6) Analysing the factors affecting the rate of - Explain what evaporation is, pertanian
process of evaporation of water i.e. humidity, - Explain through examples the evaporation – penyejatan
evaporation of the temperature of the surrounding, factors that affect the rate of evaporation of water –
water. surface area and the movement of air. evaporation of water with penyejatan air
reference to the Kinetic Theory, humidity – kelembapan
Discuss the factors affecting the - Compare and contrast between movement of air –
Yearly Plan Science Form 2 2011

rate of evaporation in relation to the evaporation and boiling, pergerakan udara

Kinetic Theory. - Describe the application of the preservation – pengawetan
evaporation of water in daily processing of food –
Discuss the similarities and life. pemprosesan makanan
differences between evaporation rate of evaporation – kadar
and boiling. penyejatan
surface area – luas
Gather information on evaporation permukaan
process and its application in daily CD 6
life.i.e. drying of clothes, LESSON 66
preservation of agricultural products and
processing of food.

22
(20/6- 5.4 Discuss the differences between A student is able to: Introduce insoluble concentrated solution –
24/6) Analysing solute, solvent and solution. - Explain what solute, solvent sediments are larutan pekat
solution and and solution are, known as residue. dilute solution – larutan
solubility. Carry out activities to prepare a - Contrast and compare cair
dilute solution, a concentrated between dilute solution, nature of solute – jenis zat
solution and a saturated solution. concentrated and saturated pelarut
solution, nature of solvent – jenis
Discuss the similarities and - Explain what suspension is, pelarut
differences between dilute solution, - Explain what solubility is, organic solvent – pelarut
concentrated solution - Explain the factors affecting organik
and saturated solution. the solubility of solutes in water, residue – baki/sisa
- Explain the importance of suspension – bahan
Carry out activities to illustrate the water as a universal solvent in terampai
differences between a solution life, saturated solution –
and a suspension. - Give examples on the uses of larutantepu
organic solvents in our everyday sediment – bahan
Carry out experiments to life. mendapan
determine the factors affecting the solubility – kelarutan
solubility of a solute. solute – zat pelarut
- Nature of solvent, solution – larutan
- Nature of solute, solvent – pelarut
- Temperature. universal solvent – pelarut
universal
Yearly Plan Science Form 2 2011
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.
23
(27/6- 5.5 Carry out activities to study:
1/7) Analysing acid and - the properties of acid in
alkali. terms of pH value, taste,
corrosive nature, effect on
litmus paper, reaction with
metals such as magnesium
and zinc,
- the characteristics of alkali in
terms of pH value, taste,
corrosive nature, effect on
litmus paper,
- carry out a discussion to
define acid and alkali
operationally.
Carry out activities to determine
the acidic and alkaline substances
in daily life.
Gather information on the usage of
acid and alkali in everyday life
volume of solvent – isipadu
pelarut
CD 5
LESSON 67,68,69,70,71,72
PEKA 2
A student is able to: Caution: active metal – logam aktif
- Identify the properties of acid, Chemicals in the alkaline substance –bahan
identify the properties of alkali, laboratory should beralkali
- State that acid and alkali only not be tasted. concentration – kepekatan
show their properties in the Use only dilute acid concentrated acid – asid
presence of water, and dilute alkali. pekat
- Explain through examples the concentrated alkali – alkali
definition of acid and alkali, Do not use active pekat
- Identify the substances which metals such as corrosive – mengkakis
are acidic or alkaline in everyday Potassium and dilute acid – asid cair
life, Sodium in the dilute alkali – alkali cair
- State the uses of acid and reaction with acid. equation in words –
alkali in daily life, persamaan perkataan
- Explain the meaning of hydrochloric acid – asid
neutralisation, hidroklorik
- Write an equation in words to litmus paper – kertas
describe the neutralisation litmus
process, metal – logam
- Explain through examples the neutralization –
uses of neutralisation in daily peneutralan
Yearly Plan Science Form 2 2011

life. operational definition –

definisi secara operasi
such as in agriculture and industry. potassium – kalium
sodium – natrium
Discuss on the meaning of sodium hydroxide –
neutralisation. natrium hidroksida

Carry out an activity

to show neutralisation using the CD 6
hydrochloric acid and sodium LESSON 73,74,75,76
hydroxide of the same concentration.

Discuss the application of

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

24
(4/7- 5.6 Make a visit to a water purification A student is able to: The latest boiling – pendidihan
8/7) Analysing the site. - List the natural sources of developments in chlorination – pengklorinan
methods of Brainstorming on the following: water, water purification distillation – penyulingan
water - natural resources of water, - State the reasons for water e.g. ultra-violet filtration – penurasan
purification. - the reasons for water purification. purification, treatment can be natural resources –
- Describe the various types of discussed. sumber semula jadi
Discuss the various types of water water purification, water purification site – loji
purification such as filtration, - Compare the strengths and pembersihan air
boiling, chlorination and distillation. weaknesses of the various types
Carry out activities to study the of water purification.
various types of water purification
such as filtration, boiling and
distillation. Pupils present their findings
to discuss the strengths and weaknesses CD 6
of the various types of water purification. LESSON 77

25
(11/7- 5.7 Make a visit to a water processing A student is able to: domestic uses –
15/7) Analysing the plant to study the water supply - Describe how the water supply penggunaan domestik
Yearly Plan Science Form 2 2011

water supply system and stages involved in system works, usage of water –
system. water purification. - Explain ways to save water. penggunaan air
water supply system –
Discuss the ways to save water. sistem bekalan air

Do a project on how much water CD 6

the average household uses. LESSON 78
25
(11/7- 5.8 Collect and interpret data on types A student is able to: construction – pembinaan
15/7) Understanding of water pollutants which include: - Give examples of water deforestation –
the - industrial waste such as pollutants, penebangan hutan
preservation of chemical and radioactive - Explain the effect of water domestic waste – bahan
water quality. residues, pollution on living things, buangan domestik
- domestic waste such as - Explain ways to control water fertiliser – baja
garbage and sewage, pollution, garbage – sampah-sarap
- chemicals from the - Explain ways to preserve water
agricultural activities such as fertilisers and its quality.
and pesticides, industrial waste – bahan
buangan industri
pesticide – pestisid
- siltation caused by preservation –
constructions and deforestation, pemeliharaan
- accidental spillage from tankers. radioactive residue – sisa
radioaktif
Conduct discussion on the effect siltation – pengelodakan
of water pollution on living things. sewage – sisa / bahan
Generate ideas on ways to control kumbahan
water pollution. water pollutant – bahan
cemar air
Discuss ways to conserve and
preserve water and its quality. Run CD 6
a campaign on ‘Love Our Rivers’. LESSON 79,80
Yearly Plan Science Form 2 2011

No. of Learning objectives Suggested learning activities Learning outcomes Scientific attitudes Remarks/ vocabulary/
week/ and noble values teaching aids
weeks
26 6. AIR Carry out an activity to discuss the A student is able to : air pressure – tekanan
(18/7- PRESSURE kinetic theory of gases. - Explain the existence of air udara
22/7) 6.1 pressure with reference to the appliances – peralatan
Understanding Carry out an activity to show that Kinetic Theory, existence – kewujudan
air pressure. air exerts pressure. - Explain the factors affecting air temperature – suhu
Carry out activities to show the pressure. volume – isipadu
factors affecting air pressure, i.e. CD 7
volume and temperature. LESSON 81,82
27
(25/7- 6.2 Collect and interpret data on A student is able to: Caution: syringe – picagari
29/7) Applying the appliances that use the principle of - Explain with examples things Do not place tank siphon – sifon
principle of air air pressure. that use the principle of air containing gas spray – penyembur
pressure in pressure, under high drinking straw – penyedut
daily life. Gather information and discuss - Generate ideas to solve pressure near heat. minuman
the application of air pressure in problems using the principle of blockage – tersumbat
syringe, siphon, spraying pump air pressure, gas under high pressure –
and drinking straw. - Relate the safety measures gas di bawah tekanan
taken when using gas under high tinggi
Discuss ways of using the pressure. safety measures – langkah
principle of air pressure to solve keselamatan
daily problems such as blockage
in sinks and pouring condensed
milk from a can.
Gather information on how a gas
tank containing gas under high
pressure works. CD 7
LESSON 83,84
Discuss the safety precautions
taken when using gas under high
pressure.
Yearly Plan Science Form 2 2011

No. of Learning objectives Suggested learning activities Learning outcomes Scientific attitudes Remarks/ vocabulary/
week/ and noble values teaching aids
weeks
28 7. DYNAMICS electrostatic force – daya
(1/8- Carry out activities to show A student is able to: elektrostatik
5/8) 7.1 pushing and pulling are forces. - State that a force is a push or a frictional force – daya
Understanding pull, geseran
force. Carry out activities to show the - Explain the effects of forces, gravitational force – daya
effects of force (changes in shape, - Explain the various types of graviti
position, speed and direction). forces. magnetic force – daya
magnetik
Carry out activities to show speed – kelajuan
different types of forces (frictional,
gravitational, electrostatic and CD 7
magnetic force). LESSON 85

28
(1/8- 7.2 Discuss the unit of force and the A student is able to: magnitude – magnitud
5/8) Understanding principle of a spring balance. - State the unit of force, spring balance – neraca
the - Explain how a spring balance spring
measurement Carry out activity to measure the works,
of force. magnitude of force. - Measure the magnitude of
force. CD 7
LESSON 86
29
(8/8- 7.3 Discuss with examples to show A student is able to: Existence – kewujudan
12/8) Application of the existence of frictional force. - Explain with example the Ignore static surface – permukaan
frictional force. existence of frictional force, frictional force.
Carry out activities to identify the - State the direction and the
direction of frictional force and magnitude of frictional force,
measure the magnitude of the - Carry out an experiment to
force. show how different types of
surfaces affect frictional force,
Carry out an experiment to show - Explain the advantages and
how different types of surfaces disadvantages of friction, CD 7
affect the magnitude of frictional - Explain ways to increase LESSON 87,88,89,90
force. friction, PEKA 3
Yearly Plan Science Form 2 2011

- Explain ways to reduce

Gather information and discuss friction,
the advantages and - Explain with examples the
disadvantages of friction. application of friction in daily
Carry out activities on ways to life.
a) increase friction,
b) reduce friction.

Discuss the application of

increasing and decreasing friction
in our daily life.

30-31 SECOND MONTHLY TEST – ( 15/8-26/8) )

HOLIDAY ( HARI RAYA PUASA) 27/8 – 4/9
32
(5/9- 7.4 Discuss with examples to show A student is able to: distance – jarak
9/9) Application of work is done when an object is - Explain with examples how Being cooperative work – kerja
work. moved by a force. work is done,
Carry out activities to determine - State the unit of work,
the work done by using: CD 7
Work (J) LESSON 91
= Force (N) X Distance (m) - Calculate the work done.

32
(5/9- 7.5 Carry out activities to determine A student is able to: power – kuasa
9/9) Application of power by using: - State the meaning of power,
power. Power (W) = Work (J) - State the unit of power,
Time (s) - Calculate power on the work CD 7
done. LESSON 92,93
Yearly Plan Science Form 2 2011

No. of Learning objectives Suggested learning activities Learning outcomes Scientific attitudes Remarks/ vocabulary/
week/ and noble values teaching aids
weeks
33-34 8. SUPPPORT
(12/9- AND Gather information and discuss A student is able to: For invertebrates aquatic – akuatik
23/9) MOVEMENT the various support systems in - Explain the support system in introduce buoyancy –
8.1 a) land and aquatic vertebrates, vertebrates and the various exoskeleton, keapungan
Understanding b) land and aquatic invertebrates. support systems in invertebrates, endoskeleton, chitin – kitin
the support - Compare and contrast the hydrostatic cuticle – kutikel
systems in Carry out discussions on the support system between land and skeleton. endoskeleton – rangka
animals. following: aquatic vertebrates, dalam
a) similarities and differences - Compare and contrast the Having an interest exoskeleton – rangka luar
between support systems in support system between land and and curiosity toward hydrostatic – hidrostatik
land and aquatic vertebrates, aquatic invertebrates. the animal shell – cangkerang
b) similarities and differences
between support systems in CD 8
land and aquatic invertebrates. LESSON 94,95,96,97,98,99

35
(26/9- 8.2 Carry out field work to study A student is able to: Features that help
30/9) Understanding various support systems of plants. - Explain the various support non-woody plants
the support systems in woody and non- include tendrils,
systems in Carry out activities to classify woody plants, thorns, air sacs in
plants. plants based on their support - Classify plants based on their aquatic plants. CD 8
systems. support systems. LESSON 100,101,102
Being objective
Being systematic
and cooperative

35
(26/9- 8.3 Discuss issues e.g. A student is able to: Being objective beached whale – paus
30/9) Appreciating a) inability of whales to move - Justify the importance of the yang terdampar di pantai
the support back to sea after being support system to living things. Being systematic crippled – tempang
system in washed ashore, and cooperative crutches – tongkak
living things. b) a crippled person using CD 8
crutches for support. LESSON 103
Yearly Plan Science Form 2 2011
No. of Learning objectives Suggested learning activities
week/
weeks
36 9. STABILITY
(3/10- 9.1 Carry out activities to find
7/10) Understanding that the point of equilibrium in
the regular and irregular
centre of gravity shapes.
affects stability.
Carry out an experiment to
find out how the centre of
gravity affects the stability
of an object by
manipulating the
a) height,
b) base area.
Discuss the relationship
between the centre of
gravity and stability.
36
(3/10- 9.2 Carry out a brainstorming
7/10) Appreciating the session on ways to
importance of improve stability.
stability. Carry out activities like
doing projects or playing
games to build models by
applying the concept of
stability.
Learning outcomes Scientific attitudes Remarks/ vocabulary/
and noble values teaching aids
A student is able to: Appreciating the base area – luas
- Determine the point of contribution of tapak
equilibrium in regular and science and center of gravity –
irregular shapes, technology pusat graviti
- Relate the point of height – ketinggian
equilibrium as the centre manipulating –
of gravity of objects, mengubah
- Relate the centre of gravity to point of equilibrium –
the stability of objects. titik keseimbangan
stability – kestabilan
CD 8 LESSON 104,105
A student is able to:
- Suggest ways to improve
the stability of objects around
them, Appreciating the CD 8
- Explain with examples the contribution of LESSON 106
application of stability in life. science and
technology
Yearly Plan Science Form 2 2011

No. of Learning Suggested learning activities Learning outcomes Scientific attitudes Remarks/ vocabulary/
week/ objectives and noble values teaching aids
weeks
37-38 10. SIMPLE
(10/10 MACHINE Discuss how a small effort can overcome a A student is able to: When we open the fulcrum – fulcrum
-21/10) 10.1 large load with the use of a lever. - List things around them door or use a wrench force – daya
Analysing levers. that use the principle of to loosen a nut, we lever – tuas
Make an observation on devices that use the the lever, are load – beban
principles of levers. - State what a lever can do, applying a force that perpendicular
- Identify load, force and causes a turning distance – jarak
Identify the load, force and fulcrum, and fulcrum in the lever, effect tegak
then classify the systems into first, second - Classify levers, to accomplish the
and third class levers. - Explain what is meant by desired task. The
the moment of a force, turning effect is
Discuss how humans apply the - Solve problems related to called the moment of
principles of levers to help them overcome levers. a CD 8
large load. force. LESSON 107,108,109

Discuss that the moment Being flexible

of force = force X perpendicular
distance from the pivot to Being objective
force.

Carry out an activity to show the

relationship between moment and the
product of force and distance.

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)

38
(17/10- 10.2 Carry out a project to build a device using A student is able to: Being flexible design – reka
21/10) Appreciating the the principle of a lever. - Design or improvise a innovative – inovatif
Yearly Plan Science Form 2 2011

innovative device that use the principle of a Being objective

efforts in the lever.
design of CD 8
machine to LESSON 110
simplify work.

39 - 40 FINAL YEAR EXAMINATION