Yearly plan-for-science-form-1

SEKOLAH MENENGAH KEBANGSAAN BUKIT GUNTONGSubject : ScienceForm : 1

WEEK LEARNING AREA

LEARNING OBJECTIVE

LEARNING OUTCOME SUGGESTED LEARNING ACTIVITIES

T & L APPROACH/TSTS

SCIENTIFIC ATTITUDES & NOBLE

VALUES

Topic 1 : INTRODUCTION TO SCIENCE1-2 Science is a

part of everyday life

Understanding that science is part of everyday life.

A student is able to:

1.1 List what he sees around him that is related to science,

1.2 Explain the importance of science in everyday life.

1.3 Name some careers in science such as:

i. science teachers,ii. doctors,

1) Describe examples of natural phenomena that students see around them:

i. growth of human from a baby to an adult,

ii. fall of a ball to the ground,iii. melting of ice.2) Discuss the uses and benefits of

science in everyday life.3) Attend talks on careers in science

Science, Technology & Society relating comparing and

contrasting analysingvisualising

Realising that science is a means to understand nature

Having an interest and curiosity towords the environment

3 The steps involved in a

scienctific investigation

Understanding the steps in scientific investigation


2. 1 State the steps in scientific investigation/experiment,.

2.2 Carry out a scientific investigation.

1) Carry out a scientific inveswtigation/experiment, e.g. ‘To find out what affect the number of times the pendulum swings back and forth (oscillations) during a given time.’

Inquiry-discovery Relating Analysing

Appreciating the contribution of science and technology

Being honest and accurate in recording and validating data

4 Physical quantities and

their units

Knowing physical quantities and their units


3.1 State physical quantities: length, mass, time, temperature and electric current.

3.2 State SI units and their corresponding symbols.

3.3 State symbol and values of prefixes for the units eg: mili-, centi- and kilo-.

1) Discuss the physical quantities, their units, the value of their prefixes and their symbols.

i. Identify physical quantities (length, mass, time, temperature and electric current), their values and units found on product descriptions.

ii. Find words with the prefixes used in measurements such as kilo-, centi-, and milli-

Mastery Learning Attributing Analysing Relating Grouping and

classifying Evaluating


Systematic

5 Measuring Tools

Understanding the use of measuring tools


4.1 Choose the right tool to measure length.

4.2 Estimate area of regular and

1) Measure the length of straight lines, curves and the diameter of objects using rulers, thread and calipers.

2) Estimate area of regular and

Inquiry-discoveryContextual Learning Analising Generating ideas


Being honest and

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irregular shapes using graph paper.

4.3 Choose the right tool to measure the volume of liquid.

4.4 Determine the volume of solids using water displacement method.

4.5 Choose the right tool to measure the temperature of a liquid and body temperature.

irregular shapes using graph paper.

3) Measure volume of liquids using measuring cylinder, pipette and burette.

4) Determine the volume of regular and irregular solids using the water displacement method.

5) Measure the body temperature and the temperature of water.

accurate in recording and validating data

Systematic

6-7 Measuring Tools

Understanding the concept of mass


5.1 Determine the weight of an object,

5.2 Explain the concept of weight,5.3 Explain the concept of mass,5.4 Determine the mass of an

object,5.5 Explain the difference between

mass and weight,5.6 Apply the use of spring and

beam/lever balance in the context of an experiment..

1) Find the weight of different objects using a spring balance.

2) Discuss weight as the pull of the earth (gravitational force) on an object.

3) Discuss mass as quantity of matter.

4) Find the mass of different objects using beam/lever balace or lever balance.

5) Discuss the difference between mass and weight.

Inquiry-discoveryContextual Learning Analising Generating ideas


Being honest and accurate in recording and validating data

Systematic

8 Measuring Tools

Realising the importance of standard units in sveryday life

A student s able to:

6.1 Give example of problems that may arise if standard units are not used.

1) Discuss the various units of measurements, e.g. nits for length (feet, yard, chain, mile, meter, kilometer), units for weight(pound, ounce, kati, tahil, gram, kilogram)

2) Act out a scene to show the problem caused by not using standard units e.g. buying things at the market.

Mastery Learning Making inference Analysing Relating Making conclusion


Having a critical and analytical thinking.

Topic 2 : MAN AND THE VARIETY OF LIVING THINGS9 Cell as a Unit

of LifeUnderstanding cells

LEARNING OUTCOME7.8 State the similarities

A student is able to:7.1 Identify that cell is that the

basic unit of living things.7.2 Prepare slids following the

proper procedurs.7.3 Use a microscope properly,7.4 Identify the general structures

1) Gather information on living organism and identify the smallest living unit that makes up the organism.

2) Prepare slides of cheek cells and onion cells.

3) Study the general structure of

Mastery Learning Attributing Classifying Comparing and

contasting


Being thankful to God

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and differences

of animal cell and a plant cell,7.5 Draw the general structural of

an animal cell and plant cell

cheek cells and onion cells under a microscope, using the correct procedure.

10 Unicellular and

multicellular organisms

Understanding unicellular and multicellular organisms


3.1 State the meaning of unicellular organisms and multicellular organism,

3.2 Give examples of unicellular organisms and multicellular organisms.

1) Gather information about unicellular organisms and multicellular organisms.

2) 2. Provide students with pictures cards, name cards, ‘unicellular’ and ‘multicellular’ cards. Students use reference materials and /or information to match the three cards for each organism.

3) 3. Observe examples of unicellular organisms and multicellular organisms under a microscope.

Mastery Learning Attributing Classifying Comparing and

contasting



Being diligent and persevering

Being fair and just

1Sst MID-TERM BREAK12 Cell

organisatian in the human

body

Understanding that cells form tissues, organs and system in the human body.


9.1 Name the different types of human cells,

9.2 State the functions of different types of human cells,

1) Gather information and discuss the following:a) Types of human cells,b) Functions of different types

of human cells.2) Use a graphic organizer

Mastery Learning Relating Attributing Comparing and

contrasting Classifying



13 Human are complex organism

Realising that humans are complex organisms


11.1 Explain why human beings are complex organisms.

1) Discuss why human beings are complex organisms.

Mastery Learning Relating Analyzing



Topic 3 :MATTER IN NATURE14 Matter Understanding

matterA student is able to:12.1State that things have mass and

occupy space,12.2Explain what matter is, relate

things and matter

1) Activity inquiryThe basic characteristic of matter

Inquiry-discovery Relating Making conclusion


Being objective15 The state of

matterUnderstanding the state of matter

A student is able to:13.1State that matter is made up of

particles.13.2State the three states of matter,13.3State the arrangement of

particles in the three states of matter,

1) Gather information and discuss what matter is made up of, the three states of matter, and compare the three states of matter.

2) The arrangement and movement of particles in a solid, a liquid and

Mastery Learning Making analogies

Inquiry-discovery Visualising Predicting


Having a critical and analytical thinking.

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gas.17-18 Density Understanding

densityA student is able to:3) Define density,4) Explain why some objects

and liquids float,5) Solve simple problems

related to density.

6) Activity inquiryDensity of an object.Density of a liquid.

Inquiry-discovery Visualising Predicting Attributing Comparing and

contrasting Problem solving

Being honest and accurate in recording and validating data.

Systematic Having a critical

and analytical thinking.

18

Application of properties of

matter

Knowing the application of properties of matter

A student is able to:7) Describe how man uses

the different states of matter,

8) Describe how man applies the concept of density.

9) Floating and sinking of objects

10) Relationship between density and flotation

Contextual Learning relating comparing and

contrasting generating ideas.



TOPIC 4: THE VARIETY OF RESOURCES ON EARTH

19-20

The various resources on

earth

Knowing the different resources on earth

A student is able to:1) List the resources on earth

needed to sustain life,2) List the resources on earth used

in everyday life.

Gather information about the resources on earth, i.e. water, air, soil, minerals. Fossil fuels and living things

Mastery Learning Comparing and

contrasting Relating Grouping and

classifying

Having an interest and curiosity toward the environment


Appreciating the balance of nature

21 PEPERIKSAAN PERTENGAHAN TAHUN/OTI122 - 23 CUTI PERTENGAHAN TAHUN / CUTI TERANCANG

24 Elements, compounds

and mixtures

Understanding elements, compounds and mixtures

A student is able to:1) State what elements,

compounds and mixtures are,2) Give examples of elements,

compounds and mixtures,3) State the differences between

elements, compounds and mixtures,

4) Carry out activities to compare the properties of different metal and non metal,

5) Classify element as metals and non-metals based on their characteristics,

6) Give examples of metals and non-metals.

1.Gather information and discuss:a) what elements, compounds and

mixtures are,b) what metals and non-metals are,c) examples of elements,

compounds, mixtures, metals and non-metals.

2.Compare and contrast the properties of elements, compounds and mixtures.3.Carry out activaties to compare the properties of metals in terms of appearance, hardness, conductivity of heat and conductivity of electricity.4.Carry out activities to separate the components of mixtures e.g.

Mastery Learning Attributing Comparing and

contrasting Grouping and

classifying Making

generalizations

Inquiry-discovery Comparing and

contrasting Attributing Relating Synthesising Making inferences

Having a critical and analytical thinking


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


Being fair and just Being confident and

independent

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7) Carry out activities to separate the components of a mixture.

a) mixture of iron filings and sulpher powder,b) mixture of sand and salt.

Generating ideas Predicting analysing

25 The importance of the variety of

earth’s resources to

man

Appreciating the importance of the variety of earth’s resources to man

A student is able to:1) Explain the importance of

variety of earth’s resources to man,

2) State the meaning of the preservation and conservation of resources on earth,

3) State the importance of the preservation and conservation of resources on earth,

1) Discuss the importance of earth’s resources (water, air, soil, minerals, fossil fuels and living things) to man.

2) Draw a concept map to show the relationship between these resources to the basic needs of life.

3) Gather information on the preservation and conservation of resources on earh.

Mastery Learning Relating Evaluating Prioritizing



Being thankful to God Thinking rationally

Topic 5 :THE AIR AROUND US26 The

composition of air

5.1 Understanding what air is made up of.

A student is able to:1) State what air is made up of,2) Explain why air is a

mixture,state the average percentage of nitrogen, oxygen and carbon dioxide in air,

3) Carry out activities to show:i.the percentage of oxygen in air,ii. that air contains water vapour, microorganisms and dust.

Gather information on:a) The composition of air,b) The percentage of nitrogen,

oxygen and carbon dioxide in air.Carry out activities to show:a) The percentage of oxygen in air,b) that air contains water vapour,

microorganisms and dust.

Mastery Learning attributing comparing and

contrasting relating

Inquiry-discovery analyzing attributing making

inferences



Being thankful to God Being fair and just Thinking rationally Being confident and

independent27 The properties

of oxygen and carbon dioxide

Understanding the properties of oxygen and carbon dioxide

A student is able to:1) List the properties of oxygen

and carbon dioxide,2) Identify oxygen and carbon

dioxide based on its properties,3) Choose a suitable test for

oxygen and carbon dioxide

Gather information on the properties of oxygen and carbon dioxide.Carry out activities to show the properties of oxygen and carbon dioxide in the following aspects:a) Solubility in waterb) Reaction with sodium hydroxidec) The effect on: glowing and

burning wooden splinter, litmus paper, lime water, bicarbonate indicator.

Mastery Learning attributing comparing and

contrasting relating

Inquiry-discovery relating making

inferences evaluating




Thinking rationally Being confident and

independent Being objective

28 Oxygen is needed for

Understanding oxygen is

A student is able to:1) State that energy, carbon

Gather information and discuss respiration.

Mastery Learning attributing


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respiration needed in respiration

dioxide and water vapour are the products of respiration,

2) Relate that living things uses oxygen and give out carbon doxide during respiration,

3) Compare and contrast the content of oxygen in inhaled and exhaled air in human,

Carry out an experiment to show that during respiration, living things

a) Use oxygenb) Give out carbon dioxidec) Inhaled and exhaled air

relating

Inquiry-discovery relating making inferences predicting comparing and

contrasting contextual learning



independent Being objective

29 Oxygen is needed for combustion

Understanding that oxygen is needed for combustion (burning)

A student is able to:1) State what combustion is,2) State that oxygen is needed for

combustion,3) List the products of

combustion,4) Carry out experiments to

investigate combustion

Gather information and discuss combustion.1) Carry out an experiment to:a) Show that oxygen is needed for

combustion,b) Invertigate the effect of the size

of a container on the length of time a candle burns,

2) Carry out activity to test for the products of combustion of charcoal such as carbon dioxide and water.

Mastery Learning attributing relating

Inquiry-discovery attributing analyzing predicting making inferences

evaluating synthesizing analysing




independent Being fair and just


30 The effects of air pollution

Analyzing the effects of air pollution

A student is able to:1) Explain what air pollution is,2) List examples of air pollutants,3) List the sources of air

pollutants4) Describe the effects of air

pollutants

Gather information and discuss:1) What air pollution is,2) Examples of air pollutants.3) The sources of air pollutants,4) The effects of air pollution on

man and the environment,5) The steps needed to control air

pollution.

Inquiry-discovery Realising that science is a means to understand nature

Thinking rationally Being cooperative Being confident and

independent

31 The importance of keeping the air

clean

Realising the importance of keeping the air clean

A student is able to:1) Describe how life would be

without clean air,2) Suggest ways to keep the air

clean,3) Practise habits that keep the air

clean.

Gather information and discuss:1) how life would be without clean

air,2) ways to keep the air clean,3) habits that keep the air clean.Carry out activity to show the pollutants in cigarette smoke.

Mastery Learning relating evaluating comporing and

contrasting predictingInquiry-discovery relating predicting general ideas


Appreciating and practicing clean and healthy living


Thinking rationallyTopic 3 : SOURCES OF ENERGY

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32 The various forms and sources of

energy

Understanding various forms and sources of energy

A student is able to:1) List various forms of energy,2) List various sources of energy,3) Identify energy changes,4) Identify the sun as the primary

souce of energy,5) Carry out an activity to

investigate energy change from potential to kinetic energy and vice versa.

Gather information about the various forms and sources of energy and energy changes.Discuss the sun as the primary sources of energy.Carry out activity to see the energy change:1) From potential to kinetic energy

for example a ball rolling down an inclined slope,

2) From kenitic to potential energy

Mastery Learning attributing relating grouping and

classifying

Inquiry-discovery relating analysing making inferences


Being thankful to Allah



independent33 Renewable

and non-renewable

energy sources

Understanding renewable and non-renewable energy sources

A student is able to:1) Define renewable and non-

renewable sources sources of energy,

2) Group the various sources of energy into renewable and non-renewable

3) Explain why we need to conserve energy

4) Suggest ways to use energy efficiently.

Gather information and discuss the meaning of renewable and non-renewable energy souces.Carry out a project on:1) Renewable and non-renewable

energy sources,2) The uses of solar energy,3) The ways to increase efficient

use of energy.

Contextual learning

Mastery Learning Inquiry-discovery Relating Grouping and

classifying Comparing and

contrasting making

conclusions



Thinking rationally Being cooperative Being confident and

independent

34 CUTI PERTENGAHAN PENGGAL / CUTI TERANCANG35 The

importance of conserving

energy sources

Realizing the importance of conserving energy sources

A student is able to:1) Describe the importance of

conserving energy sources,2) Explain the use and

management of energy sources.

Discuss the importance of conserving energy sources.

Discuss the use and management of energy sources.

Mastery Learning Relating Grouping and

classifying Comparing and

contrasting evaluating



36 Heat Understanding heat as a form

of energy

A student is able to:1) State that the sun gives out

heat,2) State other sources of heat,3) State that heat is a form of

energy,4) Give examples of the uses of

heat,5) State the meaning of

temperature,6) State the difference between

haet and temperature.

Carry out activities to show:1) The sun gives out heat,2) Ways to produce heat,3) Heat and temperature are not the

same,



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37 Heat Understanding heat flow and its effect

A student is able to:1) State that heat causes solids,

liquid and gases to expand and contract,

2) State that heat flows in three different ways (conduction, convention and radiation),

3) State that heat flows from from hot to cold,

4) Give examples of heat flow in natural phenomena,

Carry out activities to show that heat cause solids, liquid and gases to expand and contract.(ball and ring, mercury in thermometer and air in round-bottomed flask)

Carry out activities to show how heat flows by conduction, convention and radiation,




38 The effect of heat on matter

Analyzing the effect of heat on matter

A student is able to:1) State the change in state of

matter in physical processes,2) Explain that change in state of

matter involves absorbtion and release of heat,

3) Give examples of daily observations which show a change in state of matter.

Carry out activities to show the change in state of matter in physical processes.

Discuss:1) The effects of heat on the state of

matter2) Examples of daily observation

which shows a change in state of matter.

Mastery Learning Relating Comparing and

contrasting Making inferences Analyzing

Inquiry-discovery Analyzing Attributing





independent39 Heat Applying the

principles of expansion and contraction of matter

A student is able to:1) Explain with examples the uses

of expansion and contraction of matter in daily life.

2) Apply principle of expansion and contraction of matter in solving simple problems.

Discuss the uses of expansion and contraction of matter in the following:1) Mercury in a thermometer,2) The bimetallic strip in a fire

alarm,3) Gaps in railwy track,4) Rollers in steel bridges.

Discuss the uses of the principle of expansion and contraction of matter to solve simple problems.

Mastery Learning Relating Analyzing Comparing and

contrasting evaluating




Thinking rationally

40 Absorption and radiation

of heat

Understanding hat dark, dull objects absorp and give out heat better

A student is able to:1) State that dark, dull objects

absorp heat better rthan white, shiny objects,

2) State that dark, dull objects give out heat better than white, shiny objects,

Carry out experiment to investigate

Carry out experiments to show that:1) dark, dull objects absorp heat

better rthan white, shiny objects,2) dark, dull objects give out heat

better than white, shiny objects,

Inquiry-discovery relating Analyzing Making inferences

Inquiry-discovery relating attributing



independent

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heat absorption and heat release. Analysing41 The benefit of

heat flowAppreciating the benefit of heat flow

A student is able to:Put into practice the principle of heat low to provide comfortable living.

Discuss and put into practice activities such as opening of windows in the classroom or laboratory to improve air circulation.

Mastery Learning Relating Making inferences Analyzing



Thinking rationally42 - 43 PEPERIKSAAN AKHIR TAHUN44 - 46 AKTIVITI SELEPAS PEPERIKSAAN AKHIR TAHUN39-41 KEM / LATIH TUBI INTENSIF

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Yearly plan-for-science-form-1