Yearly Sc F1 2015.doc

SCHEME OF WORK FOR A YEAR 2008

Science Form One

SMK TINGGI SARIKEI (YFB 6101)2015YEARLY LESSON PLAN

SCIENCE FORM ONEWEEK(DATE)LEARNING OBJECTIVELEARNING OUTCOMESUGGESTED LEARNING ACTIVITIEST & L APPROACH/TSTSNOTESPPPM [TEMA/BAND]

THEME: INTRODUCING SCIENCE

LEARNING AREA: 1. INTRODUCTION TO SCIENCE

2( 12/1 16/1 )1.1

Understanding that science is part of everyday life.

A student is able to: List what he sees around him that is related to science,

Explain the importance of science in everyday life.

Name some careers in science such as:

i. science teachers,ii. doctors,iii. engineers.

iv. environmental scientists

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

a) growth of human from a baby to an adult,

b) fall of a ball to the ground,

c) 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

analyzing

visualising During learning activities, bring out the science concepts and principles students have learned in primary school. Talks on careers in science by professionals.TA/B1menyatakan pelbagai fenomena semula jadi dan kerjaya dalam bidang sains dengan betul.

3(19/1 23/1 )1.2

Understanding the steps in scientific investigation A student is able to: State the steps in scientific investigation/experiment,.

Carry out a scientific investigation.1) Carry out a scientific investigation/experiment,

e.g. To find out what affects the number of times a pendulum swings back and forth in a given time (oscillations).

2) Students will be:

a) determining what they want to find out (identifying the problem), b) making a smart guess (forming a hypothesis), c) planning how to test the hypothesis (planning the experiment)

identifying the variables, determining the apparatus and materials required,

determining the procedure to carry out the experiment, method to collect and analyse data. d) carrying out the experiment, e) writing down what has been observed (collecting data), f) finding a meaning for what has been observed (analysing and interpreting data), g) deciding whether the hypothesis is true (making conclusions), h) writing a report on the investigation (reporting). 3) Students can be asked to report their investigations to the class. They should emphasise the steps they have taken; what they have changed; what they have kept the same and what they have measured.

Inquiry-discovery

Relating

Analysing

Scientific investigation involves the use of science process skills.There should be a guided discussion for steps (a) to (c) before students carry out the experiment.This activity helps the teacher to identify students capabilities to carry out a scientific investigation.

TA/B5mengamal dan menilai maklumat saintifik untuk menyiasat faktor yang mempengaruhi ayunan bandul dalam satu jangka masa mengikut prosedur yang betul dan bersistematik.

4( 26/1 30/1 )1.3 Knowing physical quantities and their units.A student is able to:

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

State the S.I. units and the corresponding symbols for these physical quantities.

State the symbol and values of prefixes for units of length and mass: mili-, centi- and kilo-. identify and use appropriate prefixes in the measurement of length and mass

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

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

3) Find the symbols used for these units of measurement.

4) Find the value of these prefixes.Mastery Learning

Attributing

Analysing

Relating

Grouping and classifying

Evaluating

Product descriptions can be found on labels, boxes of electrical appliances, food packets, etc. S.I. is an abbreviation for the French term Systme International dUnits which means international system for units.TA/B2menerangkan kuantiti fizik dengan jelas

4( 26/1 30/1 )1.4

Understanding the use of measuring toolsA student is able to:

Choose the right tool and measure length.

Estimate the area of regular and irregular shapes using graph paper.

Choose the right tool and measure the volume of liquid.

Choose the right tool to measure the body temperature and the temperature of a liquid Determine the volume of solids using the water displacement method.

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

2) Estimate area of regular and 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.

6) Discuss the right choice of tool in making measurements.

7) Apply the above measurement skills in the context of experiments.

Inquiry-discovery

Contextual Learning

Analising

Generating ideas

Make sure students take measurements correctly and accurately.TA/B4menggunakan pengetahuan saintifik dan kemahiran saintifik untuk membuat pengukuran mengikut prosedur yang betul dengan bimbingan.

5( 2/2 6/2)

1.5

Understanding the concept of massA student is able to:

Determine the weight of an object,

Explain the concept of weight,

Explain the concept of mass,

Determine the mass of an object,

Explain the difference between mass and weight,

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 balance or lever balance.

5) Discuss the difference between mass and weight.

6) Apply the skills of using the spring balance and beam/lever balance in the context of an experiment.Inquiry-discovery

Contextual Learning

Analising

Generating ideas

Unit for weight: newton Unit for mass: kilogramCarry out an experiment in which students have to apply the skill of measuring mass and weight.TA/B3mengaplikasikan pengetahuan saintifik mengenai konsep berat dan jisim secara meluas.

6( 9/2 13/2 )1.6

Realising the importance of standard units in everyday lifeA student s able to:

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

1) Discuss the various units of measurements, e.g. units for length (foot, 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.

3) Discuss the advantages and disadvantages of using different units of measurement.

Mastery Learning

Making inference

Analysing

Relating

Making conclusion

TA/B6mensintesis maklumat dalam bentuk persembahan mengenai kepentingan unit piawai dalam kehidupan harian secara kreatif, inovatif dan lengkap.

THEME: MAN AND THE VARIETY OF LIVING THINGS

LEARNING AREA: 2. CELL AS A UNIT OF LIFE

7( 16/2 20/2 )2.1

Understanding cells

A student is able to:

Identify that cell is the basic unit of living things.

Prepare slides following the proper procedure.

Use a microscope properly,

Identify the general structures of animal cells and a plant cells,

Draw the general structure of an animal cell and plant cell Label the general structure of an animal cell and a plant cell,

State the function of each cell structure,

State the similarities and differences between an animal cell and a plant cell.

1) Gather information on living organisms 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 cheek cells and onion cells under a microscope using the correct procedure.

4) Draw and label the different structures of an animal cell and a plant cell.

5) Compare an animal cell to a plant cell.

6) Gather information on cell structures and discuss their functions.Mastery Learning

Attributing

Classifying

Comparing and contasting

General structure of a cell may include cell wall, cell membrane, protoplasm (cytoplasm and nucleus), chloroplast and vacuole.

The usage and handling of a microscope is introduced in this learning area.

Remind pupils of the safety precautions to be taken when preparing samples of cheek cells.

TB/B3mengaplikasikan pengetahuan saintifik mengenai persamaan dan perbezaan struktur serta fungsi bagi sel haiwan dan sel tumbuhan,

TB/B4

menggunakan pengetahuan saintifik dan kemahiran saintifik untuk menyediakan slaid, menggunakan mikroskop dan melukis stuktur sel haiwan dan sel tumbuhan mengikut prosedur yang betul dengan bimbingan

8( 23/2 27/2 ) 2.2

Understanding unicellular organism and multicellular organismA student is able to:

State the meaning of unicellular organism and multicellular organism,

Give examples of unicellular organism and multicellular organism.1) Gather information about unicellular organisms and multicellular organisms.

2) Provide students with pictures cards, name cards, cards with the labels unicellular and multicellular. Students match the three cards for each organism.

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

Mastery Learning

Attributing

Classifying

Comparing and contrastingUse prepared slides or fresh specimens.Introduce the term microorganisms.TB/B2menerangkan maksud dan contoh organisma unisel dan multisel dengan jelas.

TB/B5

mengamal dan menilai maklumat saintifik untuk mengelaskan organisma unisel dan multisel melalui kajian makmal mengikut prosedur yang betul dan bersistematik.

9 - 10( 2/3 13/3 )FIRST MID TERM EXAMINATION

( 16/3 20/3 )FIRST MID TERM BREAK

11

( 23/3 27/3 )CORRECTION OF FIRST MID TERM EXAMINATION PAPER

12( 30/3 3/4 )2.3

Understanding that cells form tissues, organs and systems in the human body.A student is able to:

Name the different types of human cells,

State the functions of different types of human cells,

Arrange sequentially cell organization from simple to complex using the terms cell, tissue, organ, system and organism.1) Gather information and discuss the following:

a) Types of human cells,

b) Functions of different types of human cells.

2) Use a graphic organiser (e.g. ladder of hierarchy) to show the hierarchy of cell organisation:

cell tissue organ system organism

organism

system

organ

tissue

cell

Mastery Learning

Relating

Attributing

Comparing and contrasting

Classifying

TB/B1menyatakan pelbagai jenis sel manusia dengan betul.

TB/B3

mengaplikasikan pengetahuan saintifik mengenai pelbagai jenis sel dalam badan manusia dan organisasi sel dari mudah ke kompleks secara meluas.

12( 30/3 3/4 )2.4

Realising that humans are complex organismsA student is able to:

Explain why human beings are complex organisms.

1) Discuss why human beings are complex organisms.Mastery Learning

Relating

Analyzing

TB/B6mensintesis maklumat dalam bentuk persembahan untuk menjelaskan manusia adalah organisma kompleks secara kreatif, inovatif dan lengkap.

THEME: MATTER IN NATURELEARNING AREA: 3. MATTER

13( 6/4 10/4 )3.1

Understanding that matter has mass and occupies space.


State that things have mass and occupy space,

Explain what matter is,

relate things and matter carry out activities to show that air, water, soil and living things have mass and occupy space.

1) Through activities, show that things such as book, air, water, soil and living things have mass and occupy space.2) Discuss what matter is.

3) List examples of matter.Inquiry-discovery

Relating

Making conclusion

TC/B1menyatakan pelbagai objek yang mempunyai jisim dan memenuhi ruang dengan betul.

TC/B4

menggunakan pengetahuan saintifik dan kemahiran saintifik untuk mengkaji udara, air, tanah, benda hidup mempunyai jisim dan memenuhi ruang

14( 13/4 17/4 )3.2

Understanding the three states of matter


State that matter is made up of particles.

State the three states of matter,

State the arrangement of particles in the three states of matter,

State the differences in the movement of particles in the three states of matter.

1) Gather information and discuss a) what matter is made up of,b) what the three states of matter are 2) compare the three states of matter in terms of:

a) the arrangement of particlesb) the movement of particles.3) Simulate the arrangement and movement of particles in the three states of matter.Mastery Learning

Making analogies

Inquiry-discovery

Visualising

Predicting

TC/B3mengaplikasikan pengetahuan saintifik mengenai perbezaan susunan dan pergerakan zarah dalam tiga keadaan jirim secara meluas.

15( 20/4 24/4 )3.3

Understanding the concept of density


Define density,

Explain why some objects and liquids float,

Solve simple problems related to density carry out activities to explore the densities of objects and liquids.

1) Recall the definition of density.

2) Through activities, find the

densities of:

a) objects with regular shape and

objects with irregular shape,

b) different liquids.

3) Discuss why some objects and liquids float by relating to density.Inquiry-discovery

Visualising

Predicting Attributing


Problem solving

Archimedes

Principle need not be introduced.TC/B5mengamal dan menilai maklumat saintifik bagi menyelesaikan masalah berkaitan ketumpatan

15( 20/4 24/4 )3.4

Appreciating

the use of

properties of matter in everyday life.A student is able to:

Describe how man uses the different states of matter,

Describe how man applies the concept of density. Carry out an activity to explore the applications of the concept of floating and sinking related to density.

1) Gather information and discusshow:

a) man uses his knowledge of different states of matter to store and transport gases and liquids,

b) man uses the concept of density in making rafts, floats etc.

2) Carry out an activity to explore the applications of the concept of floating and sinking related to density.

Contextual Learning

relating


generating ideas.

THEME: MATTER IN NATURELEARNING AREA: 4. THE VARIETY OF RESOURCES ON EARTH

16( 27/4 1/5 )4.1

Knowing the different resources on earth A student is able to:

List the resources on earth needed to sustain life,

List the resources on earth used in everyday life.1) Gather information about the resources on earth, i.e. water, air, soil, minerals, fossil fuels and living things.Mastery Learning


Relating


TC/B2menerangkan kegunaan pelbagai sumber di Bumi yang menyokong

kesinambungan hidup dalam kehidupan harian dengan jelas.

17(4/5 8/5 )4.2

Understanding elements, compounds and mixtures


State what elements, compounds and mixtures are,

Give examples of elements, compounds and mixtures,

State the differences between elements, compounds and mixtures,

Carry out activities to compare and contrast the properties of different metal and non-metals, Classify element as metals and non-metals based on their characteristics,

Give examples of metals and non-metals.

Carry out activities to separate the components of a mixture.

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 activities to compare the properties of metals and non-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.

a) mixture of iron filings and sulpher powder,

b) mixture of sand and salt.Mastery Learning

Attributing



Making generalizations

Inquiry-discovery


Attributing

Relating

Synthesising

Making inferences

Generating ideas

Predicting

analysing

TC/B4menggunakan pengetahuan saintifik dan kemahiran saintifik untuk mengkaji perbezaan antara unsur, sebatian dan campuran, kaedah pengasingan campuran, ciri-ciri logam dan bukan logam serta pengelasannya

18 20

( 11/5 27/5)FIRST TERM EXAMINATION

( 1/6 12/6 )FIRST TERM BREAK

21( 15/6 19/6 )CORRECTION OF FIRST TERM EXAMINATION PAPER

22( 22/6 26/6 )4.3

Appreciating the importance of the variety of earths resources to manA student is able to:

Explain the importance of variety of earths resources to man,

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

State the importance of the preservation and conservation of resources on earth, practise reducing the use, reusing and recycling of materials.1) Discuss the importance of earths 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.

4) Discuss the importances of the preservation and conservation of resources on earth (e.g. recycling of paper reduces the cutting down of trees; conserving clean water prevents water shortage).5) Carry out a project, campaign or competition on reducing the use, reusing and recycling of materials e.g. using old unfinished exercise books as note books and collecting old newspapers.

Mastery Learning

Relating

Evaluating

Prioritizing

TC/B6mensintesis maklumat dalam bentuk persembahan tentang hubungan sumber dengan kepentingan pemeliharaan dan pemuliharaan sumber di Bumi secara kreatif, inovatif dan lengkap.

THEME: MATTER IN NATURELEARNING AREA: 5. THE AIR AROUND US

23( 29/6 3/7 )Understanding what air is made up of.


State what air is made up of,

Explain why air is a mixture, state 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.

1) Gather information on:

a) The composition of air,

b) The percentage of nitrogen, oxygen and carbon dioxide in air.

2) Carry out activities to show:

a) The percentage of oxygen in air,b) that air contains water vapour, microorganisms and dust.Mastery Learning

attributing


relating

Inquiry-discovery

analyzing

attributing

making inferences


relating

predicting

Air is a mixture of

nitrogen, oxygen, carbon dioxide, inert gases, water vapour, microorganisms and dust.TC/B4menggunakan pengetahuan saintifik dan kemahiran saintifik untuk mengkaji komponen udara

23( 29/6 3/7 )5.2

Understanding the properties of oxygen and carbon dioxideA student is able to:

List the properties of oxygen and carbon dioxide,

Identify oxygen and carbon dioxide based on their properties,

Choose a suitable test for oxygen and carbon dioxide

1) Gather information on the properties of oxygen and carbon dioxide.

2) Carry out activities to show the properties of oxygen and carbon dioxide in the following aspects:

a) Solubility in water

b) Reaction with sodium hydroxide

c) The effect on: glowing and burning wooden splinter, litmus paper, lime water, bicarbonate indicator.Mastery Learning

attributing


relating

Inquiry-discovery

relating

making inferences

evaluating

TC/B4menggunakan pengetahuan saintifik dan kemahiran saintifik untuk mengkaji ciri-ciri oksigen dan karbon dioksida mengikut prosedur yang betul dengan bimbingan.

24(6/7 10/7 )5.3

Understanding that oxygen is needed in respiration A student is able to:

State that energy, carbon dioxide and water vapour are the products of respiration,

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

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

State that oxygen is needed for respiration,

Carry out an experiment to show that living things use oxygen and give out carbon dioxide during respiration.

1) Gather information and discuss respiration.

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

a) Use oxygen

b) Give out carbon dioxide

Mastery Learning

attributing

relating

Inquiry-discovery

relating

making inferences

predicting


contextual learning

TC/B5mengamal dan menilai maklumat saintifik bagi menyiasat gas yang terlibat dalam respirasi, dan persamaan, perbezaan antara udara sedutan dan udara hembusan mengikut prosedur yang betul dan bersistematik.

24(6/7 10/7 )5.4

Understanding that oxygen is needed for combustion (burning)A student is able to:

State what combustion is,

State that oxygen is needed for combustion,

List the products of combustion,

Carry out experiments to investigate combustion

1) Gather information and discuss combustion.2) 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,

3) Carry out activity to test for the products of combustion of charcoal and candle.Mastery Learning

attributing

relating

Inquiry-discovery

attributing

analyzing

predicting

making inferences

evaluating

synthesizing

analyzing

Charcoal is an example of carbon.TC/B5mengamal dan menilai maklumat saintifik menyiasat gas yang terlibat dalam pembakaran,

25( 13/7 17/7 )5.5

Analysing the effects of air pollutionA student is able to:

Explain what air pollution is,

List examples of air pollutants,

List the sources of air pollutants

Describe the effects of air pollution, Explain the steps needed to prevent and control air pollution.

1) Gather information and discuss:

a) What air pollution is,

b) Examples of air pollutants.

c) The sources of air pollutants,

d) The effects of air pollution on man and the environment,

e) The steps needed to control air pollution.

2) Carry out a project to study:

a) Air pollution I an area around the school

b) The effects of air pollution.Inquiry-discovery

25( 13/7 17/7 )5.6Realising the importance of keeping the air cleanA student is able to:

Describe how life would be without clean air,

Suggest ways to keep the air clean,

Practise habits that keep the air clean.1) Gather information and discuss:

a) how life would be without clean air,

b) ways to keep the air clean,

c) habits that keep the air clean.

2) Carry out an activity to show the pollutants in cigarette smoke.

Mastery Learning

relating

evaluating

comporing and contrasting

predicting

Inquiry-discovery

relating

predicting

general ideas

THEME: ENERGYLEARNING AREA: 6. SOURCES OF ENERGY

26( 20/7 24/7 )6.1

Understanding various forms and sources of energyA student is able to:

List various forms of energy,

List various sources of energy,

Identify energy changes,

Identify the sun as the primary souce of energy,

Carry out an activity to investigate the change of energy from potential to kinetic energy and vice versa.

1) Gather information about the various forms and sources of energy and energy changes.

2) Discuss the sun as the primary sources of energy.

3) Carry out activity to see the change of energy change:

a) From potential to kinetic energy, e.g. a ball rolling down a slope,

b) From kinetic to potential energy, e.g. the winding of the spring in a toy car.Mastery Learning

attributing

relating

grouping and classifying

Inquiry-discovery

relating

analysing

making inferencesTF/B1menyatakan pelbagai jenis dan sumber tenaga dengan betul.

TF/B4

menggunakan pengetahuan saintifik dan kemahiran saintifik untuk mengkaji perubahan tenaga daripada tenaga keupayaan kepada

tenaga kinetik dan sebaliknya

27( 27/7 31/7 )6.2

Understanding renewable and non-renewable energy A student is able to:

Define renewable and non-renewable sources of energy,

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

Explain why we need to conserve energy

Suggest ways to use energy efficiently.

1) Gather information and discuss the meaning of renewable and non-renewable energy sources.

2) Carry out a project on:

a) Renewable and non-renewable energy sources,

b) The uses of solar energy,

c) The ways to increase efficient use of energy.

Contextual learning

Mastery Learning Inquiry-discovery

Relating Grouping and classifying Comparing and contrasting

making conclusions

Project includes the making of scrap books, models and posters.TF/B3mengaplikasikan pengetahuan saintifik mengenai pengelasan tenaga yang boleh diperbaharu dan tidak boleh diperbaharu secara meluas.

TF/B6

mensintesis maklumat dalam bentuk persembahan mengenai cadangan penggunaan tenaga efisien secara kreatif, inovatif dan lengkap.

27( 27/7 31/7 )6.3

Realising the importance of conserving energy sourcesA student is able to:

Describe the importance of conserving energy sources,

Explain the use and management of energy sources.1) Discuss the importance of conserving energy sources.

2) Discuss the use and management of energy sources.Mastery Learning

Relating

Grouping and classifying Comparing and contrasting

evaluating

Discussion can be in the form of forum, brain

storming etc.TF/B6mensintesis maklumat dalam bentuk persembahan mengenai keperluan memelihara sumber tenaga secara kreatif, inovatif dan lengkap.

THEME: ENERGYLEARNING AREA: 7. HEAT

28(3/8 7/8 )7.1

Understanding heat as a form of energyA student is able to:

State that the sun gives out heat,

State other sources of heat,

State that heat is a form of energy,

Give examples of the uses of heat,

State the meaning of temperature,

State the difference between heat and temperature.1) Carry out activities to show:

a) The sun gives out heat,

b) Ways to produce heat,

c) Heat and temperature are not the same, e.g. ask students to predict and observe how the temperatures change when hot and cold water are mixed. 2) Discuss:

a) That heat is a form of energy,

b) The uses of heat in our daily life,

c) What temperature is,

d) The difference between temperature and heat.

Contextual learning



making conclusions

TF/B2menerangkan perbezaan antara haba dan suhu dengan jelas.

TF/B4

menggunakan pengetahuan saintifik dan kemahiran saintifik untuk mengkaji Matahari membebaskan haba

29(10/8 14/8 )7.2

Understanding heat flow and its effectA student is able to:

State that heat causes solids, liquid and gases to expand and contract,

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

State that heat flows from from hot to cold,

Give examples of heat flow in natural phenomena,

State what a heat conductor is

State what a heat insulator is,

List uses of heat conductors and heat insulators in daily life,

Carry out an experiment to investigate the use of different materials as heat insulators.

1) 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)

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

3) Carry out group activities to discuss:

a) natural phenomena such as land breeze, sea breeze and the warning of the earth by the sun,

b) how buildings can be kept cool,

c) what a heat conductor is,

d) what a heat insulator is,

e) the uses of heat conductors and heat insulators in daily life.

4) Carry out experiment to investigate different materials as heat insulators.

Contextual learning



making conclusions

Explain the effect of heating and cooling on solids, liquids and gases.TF/B4menggunakan pengetahuan saintifik dan kemahiran saintifik untuk mengkaji kesan haba terhadap jirim mengikut prosedur yang betul dengan bimbingan.

TF/B5

mengamal dan menilai maklumat saintifik untuk menyiasat konduktor haba, penebat haba serta kegunaannya

30 - 31( 17/8 28/8 )SECOND MID TERM EXAMINATION

32(31/8 4/9 )CORRECTION OF SECOND MID TERM EXAMINATION PAPER

33(7/9 11/9 )7.3

Analysing the effect of heat on matterA student is able to:

State the change in state of matter in physical processes,

Explain that change in state of matter involves the absorption and release of heat,

Give examples of daily observations which show a change in state of matter.1) Carry out activities to show the change in state of matter in physical processes.

2) Discuss:

a) The effects of heat on the state of matter

b) Examples of daily observation which shows a change in state of matter.Mastery Learning

Relating


Making inferences

Analyzing

Inquiry-discovery

Analysing

Attributing

Physical processes

include melting, boiling, freezing, evaporation,

condensation and sublimation.

34(14/9 18/9 )7.4

Applying the principles of expansion and contraction of matterA student is able to:

Explain with examples the uses of expansion and contraction of matter in daily life.

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

1) Discuss the uses of expansion and contraction of matter in the following:

a) Mercury in a thermometer,

b) Bimetallic strip in a fire alarm,

c) Gaps in railway track,

d) Rollers in steel bridges.

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

Mastery Learning

Relating

Analyzing


evaluating

( 21/9 25/9 )SECOND MID TERM BREAK

35( 28/9 2/10 )7.5

Understanding that dark, dull objects absorb and give out heat betterA student is able to:

State that dark, dull objects absorb heat better than white, shiny objects,

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

Carry out experiment to investigate heat absorption and heat release.

1) Carry out experiments to show that:

a) dark, dull objects absorb heat better than white, shiny objects,

b) dark, dull objects give out heat better than white, shiny objects,Inquiry-discovery

relating

Analyzing

Making inferences

Inquiry-discovery

relating

attributing

Analysing

TF/B5mengamal dan menilai maklumat saintifik untuk menyiasat objek yang gelap dan kusam menyerap, membebaskan haba lebih baik daripada objek putih dan berkilat mengikut prosedur yang betul dan bersistematik.

35( 28/9 2/10 )7.6

Appreciating the benefits of heat flow


Put into practice the principle of heat flow to provide comfortable living.

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

Relating

Making inferences

Analyzing

36( 5/10

9/10 )REVISION

37 - 38(12/10 23/10)SECOND TERM EXAMINATION

39 - 40( 26/10 6/11 )CORRECTION OF SECOND TERM EXAMINATION PAPER

41 - 42 (9/11 20/11)COMPLETE PPPM

(23/11 1/1/2016)YEAR END HOLIDAY

SCIENTIFIC ATTITUDES & NOBLE VALUES: Having an interest and curiosity towards the environment.

Being honest and accurate in recording and validating data.

Being diligent and persevering.

Being responsible about the safety of oneself, others, and the environment. Realising that science is a means to understand nature.

Appreciating and practising clean and healthy living.

Appreciating the balance of nature.

Being respectful and well-mannered.

Appreciating the contribution of science and technology.

Being thankful to God.

Having critical and analytical thinking.

Being flexible and open-minded.

Being kind-hearted and caring.

Being objective.

Being systematic.

Being cooperative.

Being fair and just.

Daring to try.

Thinking rationally.

Being confident and independent.

16

Documents

Yearly Sc F1 2015.doc