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8/2/2019 Science F2 Scheme of Works 2012
1/18
YEARLY LESSON PLAN OF SCIENCE FORM 2 2012
THEME 1: MANAGEMENT AND CONTINUITY OF LIFE
Learning Area: 1.0 The World Through Our Senses.
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLSSCIENTIFIC ATTITUDES AND
NOBLE VALUES
NO OF
PERIOD
S
REMARKSSPS CCTS
1(4/1 6/1)
1.1Understanding
the sensoryorgans and their
functions.
Carry out activities to makeconnection between the fivesenses, the sensory organs and thestimuli.
Discuss what happens in our bodyafter a stimulus is detected.
The students are able to;
ObservingCommunicating
RelatingMakingconclusionsMaking inferences
Attributing
Being thankful to GodBeing responsible about thesafety of one self, others and theenvironment
Being cooperative
2
Identify and relate a sensory
organ to its stimulus,State the pathway from stimulusto response:
Stimulus Sensory organs
Nerves Brain Nerves Response
1.2
Understandingthe sense of
touch.
Carry out activities to study the
following:
The students are able to;
Observing
CommunicatingInterpreting data
Analysing
AttributingGenerating ideasEvaluating
Makingconclusions
Being thankful to God
Thinking rationallyBeing honest and accurate inrecording and validating data
Being responsible about thesafety of one self, others and the
environmentBeing cooperative
3
Identify the structure of the
human skin involved in stimulidetection,
State the function of differentreceptors pressure, heat, pain,Draw conclusion on the
sensitivity of the skin atdifferent parts of the body
towards stimuli.
Structure of the human skininvolved in stimuli detection,
Sensitivity of the skin atdifferent parts of the bodytowards stimuli.
Discuss the sensitivity of the skinin connection to the following
situations:
Receiving an injection,Using Braille.
2(9/1 13/1)
1.3Understanding
the sense of
smell.
Discuss the structure of the noseand the position of the sensorycells using models, charts,
computer software and otherteaching aids.
The students are able to; Observing
AnalysingAttributingRelating
Makingconclusions
Being thankful to GodThinking rationally
2
Identify the structure of thenose,
Identify the position of thesensory cells in the detection ofsmell.
1.4Understanding
the sense of
taste.
Carry out activities to detect thedifferent areas of the tongue thatrespond to different tastes.
Carry out activities to find how
taste is related to smell.
The students are able to;
ObservingCommunicatingDefining
operationallyInterpreting data
Predicting
Generating ideasAnalysingRelating
Making inferencesPredicting
Makingconclusions
Being honest and accurate inrecording and validating dataBeing responsible about the
safety of one self, others and theenvironment
Being cooperativeBeing systematic
3
Identify the different areas ofthe tongue that respond to
different taste,Relate the sense of taste with thesense of smell.
3
(16/1 20/1)
1.5Understanding
the sense of
hearing.
Observe and identify the structureof the human ear.
Discuss the function of each partof the ear.
Discuss the hearing mechanism.
The students are able to;
ObservingCommunicatingInterpreting data
AttributingSequencingMaking
conclusions
Being diligent and perseveringBeing thankful to GodDaring to try
2
Identify the structure of thehuman ear,
Explain the function of thedifferent parts of the ear,Describe how we hear.
1.6
Understandingthe sense ofsight.
Examine the cows eye or model
of a human eye.
The students are able to;
Observing
CommunicatingMaking inferences
Making
conclusions
Being systematic
Being confident andindependent
3
Identify the structure of thehuman eye,
8/2/2019 Science F2 Scheme of Works 2012
2/18
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
Collect information on structureand function of each part of the
eye.
Discuss how we see.
Explain the functions ofdifferent parts of the eye,
Describe how we see.
423/1 27/1 CHINESE NEW YEAR HOLIDAY
5(30/1 3/2)
1.7
Understandinglight and sight.
Carry out activities to study: The students are able to;
Observing
CommunicatingInterpreting data
Making inferences
Makinghypotheses
AttributingPredictingGenerating ideas
AnalysingMaking
conclusions
Being systematic
Daring to tryBeing fair and just
Being honest and accurate inrecording and validatingdata
Being cooperativeHaving critical and
analytical thinkingAppreciating thecontribution of science and
technologyThankful to God
5
Reflection of light,Refraction of light betweentwo mediums of different
density.
Describe the properties of lighti.e. reflection and refraction,State the various defects of
vision,Explain ways to correct vision
defects,State and give examples of thelimitations of sight,
Connect stereoscopic andmonocular visions with the
survival of animals,Identify the appropriate device
to overcome the limitations ofsight.
Collect information about the
types of defects of vision and thecontribution/use of technology to
rectify them.
Carry out activities to show what
short sightedness and long
sightedness are and how to correctthem.
Discuss what astigmatism is and
the way to correct it.
Carry out activities to investigatethe following:
Optical illusion,
Blind-spot.
Discuss the connection between
stereoscopic vision and monocularvision with the survival ofanimals.
Gather information about the
device to overcome the limitationof sight.
6
(6/2 10/2)
1.8
Understandingsound andhearing.
Carry out activities to investigate: The students are able to;
Observing
CommunicatingMaking inferencesInterpreting data
PredictingExperimenting
Making inferences
RelatingAttributingComparing and
contrastingEvaluating
Makingconclusions
Being diligent and
perseveringBeing systematicBeing objective
Being cooperativeBeing fair and just
3
The production of sound,The need of medium for soundto travel,
The reflection and absorptionof sound.
Describe the properties ofsound,Explain the reflection and
absorption of sound,Explain the defects of hearing,Explain ways of rectifying the
defects in hearing,State the limitations of hearing,
State the device used toovercome the limitations of
hearing,
Collect information about
The defects of hearing,Ways to rectify the defects of
hearing.
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Discuss the limitations of hearing
and ways of improving it.
Explain stereophonic hearing.
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
Carry out activities to investigate
the need for stereophonic hearingin determining the direction of
sound.
7(13/2 17/2)
1.9Understanding
the stimuli andresponses inplants.
Carry out experiments toinvestigate and identify:
The students are able to;
Makinghypotheses
ControllingvariablesObserving
CommunicatingExperimenting
ObservingAnalysing
EvaluatingAttributingMaking
hypothesesRelating
Makingconclusions
Having an interest andcuriosity towards the
environmentRealising that science is ameans to understand nature
Appreciating the balance ofnature
Being systematic
2
State the stimuli that cause
response in plants,Identify the parts of plantssensitive to specific stimulus,
Relate the response in plants totheir survival.
Stimuli detected by plants,The parts of the plantssensitive to specific stimulus.
Discuss in what ways the responseof plants towards stimuli are
important for their survival.
Learning Area: 2.0 Nutrition
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
8(20/2 24/2)
2.1Analysing the
classes of food.
Discuss the classes of foodi.e. carbohydrate, protein, fats,
vitamins, minerals, fibre andwater and state their f unctions.
Carry out activities to test forstarch (iodine solution), glucose
(Benedict solution), protein(Millons reagent) and fats(alcohol-emulsion test).
The students are able to;
ObservingCommunicating
Interpreting data
AttributingClassifying
Comparing andcontrastingAnalysing
RelatingPredicting
Making decisionMakinggeneralisation
Appreciating and practisingclean healthy living
Appreciating the balance ofnatureBeing objective
2
Explain through examples the
classes of food,State the function of each classof food,
Test for starch, glucose, proteinand fats.
2.2Evaluating the
importance of abalanced diet.
Discuss: The students are able to;
ObservingCommunicating
Making inferencesInterpreting data
Classifying
AttributingMaking inferences
Makingconclusions
Analysing
Being diligent andpersevering
Being responsible about thesafety of oneself, others and
the environmentHaving critical andanalytical thinking
Being flexible and open-minded
3
What a balanced diet is,
The factors that determine apersons balanced diet:age, size, sex, job, climate,
state of health.
State what a balanced diet is,
State the factors that must beconsidered when planning a
balanced diet,
Explain how the factors affect a
balanced diet,State the quantity of energy ineach gram of carbohydrate,
protein and fats,
Collect food wrappers that showcalorific value of food and make a
list to show the calorific value foreach type of food.
Discuss to estimate the calories offood taken in a meal.
Plan a balanced diet for a day.
(breakfast, lunch and dinner)
PROGRESSIVE TEST I (27/3 2/3) WEEK 9
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
10(5/3 9/3)
2.3
Understandingthe digestive
system in man.
Discuss that digestion is the
breakdown of large foodmolecules into smaller soluble
molecules that can be readilyabsorbed by the body.
Identify parts of the digestivesystem and the flow of food
particles in the alimentary canalusing model/chart/CD ROM.
Discuss the functions of thevarious organs in the digestive
system and the enzymes found.
Carry out activities to show the
action of the enzyme in the salivaon starch.
The students are able to;
Observing
CommunicatingDefining
operationallyInterpreting dataMaking
hypothesesControlling
variablesExperimentingMaking inferences
Relating
AttributingMaking
conclusionsMakinghypotheses
Making inferences
Being diligent and
perseveringBeing responsible about the
safety of oneself, others andthe environmentHaving critical and
analytical thinkingBeing flexible and open-
minded
5
Explain what digestion is,Identify the parts of the
digestive system,Describe the flow of food
particles in the alimentary canal,
State the functions of the organsin the digestive system,Describe the process of
digestionin the alimentary canal,
List the end products ofdigestion of carbohydrate,
protein and fats.
CUTI PERTENGAHAN PENGGAL I (12/3 16/3) WEEK 11
12
(19/3 23/3)
2.4
Understandingthe process of
absorption ofdigested food.
Discuss the process of absorption
of the products of digestion in thesmall intestine.
Carry out an experiment to showthe absorption of glucose through
a Visking tube.
The students are able to;
Making
hypothesesExperimenting
ControllingvariablesCommunicating
Interpreting data
Making
hypothesesRelating
Making inferencesMaking analogiesMaking
conclusions
Being diligent and
perseveringBeing responsible about the
safety of oneself, others andthe environmentHaving critical and
analytical thinkingBeing flexible and open-minded
Daring to try
2
Explain the process ofabsorption of the products ofdigestion,
Make inference about theabsorption of glucose through a
Visking tube.
2.5Understanding
the reabsorptionof water and
defecation.
Discuss the reabsorption of waterby the large intestine and the
process of defecation.
Discuss the importance of goodeating habits to avoidconstipation.
The students are able to;
Makinghypotheses
CommunicatingInterpreting data
RelatingAnalysing
PrioritisingEvaluating
Making decision
Realising that science is ameans to understand nature
Appreciating and practisingclean and healthy living
Having critical andanalytical thinkingBeing flexible and open-
minded
3
State how water is reabsorbed
in the large intestine,Explain defecation,Relate the problem of defecation
with eating habits.
13
(26/3 30/3)
2.6Put into practice
the habits ofhealthy eating.
Plan and carry out a healthyeating habit.
Discuss the following topics :
The students are able to;
Makinghypotheses
CommunicatingInterpreting data
Comparing andcontrasting
AnalysingMaking decision
PrioritisingGenerating ideasVisualising
Conceptualising
Realising that science is ameans to understand nature
Appreciating and practisingclean and healthy living
Having critical andanalytical thinkingBeing flexible and open-
mindedBeing kind-heated and
caringThinking rationally
2
Justify the importance of eating
nutritious food,Put in practice good eatinghabits,
Justify the generous distributionof food to the underprivileged /
needy,Relate the dining culture ofdifferent people conforming to
sensitivities and religiousbeliefs.
Practicing good eating habitsi.e. eating nutritious food and
eating in moderation,The generous distribution of
food to the underprivileged /needy,Cultural practices in dining
conforming to sensitivitiesand religious beliefs.
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THEME 3: MAN AND THE VARIETY OF LIVING THINGS
Learning Area: 3.0 Biodiversity
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
13(26/3 30/3)
3.1
Understandingvariety of livingorganisms and
theirclassification.
Discuss the diversity in the
general characteristics of livingorganisms.
Collect and classify various plantsand animals into a system based
on common characteristics.
The students are able to;
Observing
ClassifyingCommunicatingDefining
operationally
Grouping and
classifyingEvaluatingRelating
Makingconclusions
Having an interest and
curiosity towards theenvironmentAppreciating the balance of
natureHaving critical and
analytical thinkingBeing flexible and open-minded
Being systematicThinking rationally
3
Explain the diversity of living
organisms in a habitat,Classify various animals based
on common characteristics,Classify various plants basedon common characteristics,
Explain the importance ofbiodiversity to the environment.
Animal: Invertebrate,vertebrate, mammal, fish,
bird, amphibian, reptile.Plant: Flowering plant,nonflowering plant,
monocotyledon,dicotyledonous.Build a concept map on living
organisms based on theclassification above.
Discuss the importance ofmaintaining the biological
diversity as one of the countrysnatural heritage.
THEME 3: MAN AND THE VARIETY OF LIVING THINGS
Learning Area: 4.0 Interdependence among Living Organisms and the Environment
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
14(2/4 6/4)
4.1
Analysing theinterdependence
among livingorganisms.
Carry out a field work to study
species, habitat, population,community in an ecosystem.
Carry out a discussion on
interdependence among livingorganisms and the environment tocreate a balanced ecosystem.
The students are able to;
Observing
CommunicatingInterpreting data
Attributing
AnalysingMakingconclusions
Having an interest and
curiosity towards theenvironmentRealising that science is ameans to understand nature
Appreciating the balance ofnatureBeing systematic
Being responsible about thesafety of oneself, others and
the environmentHaving critical andanalytical thinking
Thinking rationally
3
State what species, populationand community are,
State what habitat andecosystem are,
Identify various habitats in oneecosystem,Explain through examples the
interdependence among livingorganisms and the environmentto create a balanced ecosystem.
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
15(9/4 13/4)
4.2
Evaluating theinteraction
between livingorganisms.
Collect and interpret data on the
types of interactions betweenliving organisms as follows:
The students are able to;
Observing
CommunicatingInterpreting data
Attributing
AnalysingMaking
conclusions
Having an interest and
curiosity towards theenvironment
Realising that science is ameans to understand natureAppreciating the balance of
nature
Being systematicBeing responsible about thesafety of oneself, others andthe environment
Having critical andanalytical thinking
Thinking rationally
2
List the types of interactionsbetween living organisms,Explain with examples the
interactions between livingorganisms,
Justify the importance of
interaction between livingorganisms and the environment,
Explain through examples theadvantages and disadvantages of
biological control in regulatingthe number of pest in certainareas.
Prey-predator,
Symbiosis: commensalisms,mutualism and parasitisme.g. remora and shark,
algae and fungi, tape wormand man,
Competition.
Conduct an activity to show the
importance of the interactionbetween organisms and theenvironment.
Discuss the advantages of
biological control in regulatingthe numbers of pests in certainareas.
16(16/4 20/4)
4.3Synthesising
food web.
Collect and interpret data on theproducer, consumer, decomposer
and pyramid number.
Construct a food web from a few
food chains and identify theproducer, consumer anddecomposer.
Discuss the energy flow in the
food web constructed.
Conduct a game to show the
effects of an increase or decreasein the number of organisms in a
pyramid number. Discuss the
consequences if a component of
living organisms in an ecosystemis missing.
The students are able to;
ObservingCommunicating
Interpreting data
AttributingAnalysing
Makingconclusions
Having an interest andcuriosity towards the
environmentRealising that science is ameans to understand nature
Appreciating the balance ofnatureBeing systematic
Being responsible about thesafety of oneself, others and
the environmentHaving critical andanalytical thinking
Thinking rationally
5
Explain what producers,
consumers and decomposersare,Combine a few food chains toconstruct a food web,
Identify the producer, consumerand decomposer in a food web,
Construct a pyramid numberfrom a food chain,Relate the food web and the
pyramid number to energy flow,Predict the consequences if a
certain component of livingorganisms in the ecosystem aremissing.
17(23/4 27/4)
4.4Analysing
photosynthesis.
Carry out discussion on whatphotosynthesis is.
Carry out experiments todetermine the factors needed for
photosynthesis i.e. carbondioxide, water, light and
chlorophyll.
Discuss the importance of
photosynthesis in maintaining abalanced ecosystem.
The students are able to;
ObservingMaking inferences
Interpreting dataCommunicating
RelatingPredicting
Problem solving
Having interest and curiositytowards the environment
Realising that science is ameans to understand natureBeing diligent and
perseveringHaving critical and
analytical thinkingAppreciating thecontribution of science and
technologyBeing systematic
5
State what photosynthesis is,State the factors required for
photosynthesis,State the products of
photosynthesis,Control the variables that arerequired for photosynthesis,
Explain the role ofphotosynthesis in maintaining a
balanced ecosystem.
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
Discuss the carbon and oxygen
cycles.
Daring to try
Thinking rationally
18 - 19
(30/4 11/5)
FIRST TERM EXAMINATION
20(14/5 18/5)
4.5
Evaluating theimportance of
conservation andpreservation ofliving organisms.
Collect and interpret data on the
conservation and preservation ofliving organisms.
Carry out a field work in a naturalforest reserve (wetlands, highland
forest or tropical rain forest) or ananimal sanctuary to study the
conservation and preservation ofliving organisms.
Carry out a discussion on how theimprovement in science and
technology helps in theconservation and preservation ofliving organisms.
Run a campaign to stress on theimportance of conservation and
preservation / Carry out a roleplay involving the parties
concerned in solving problemsrelated to the conservation and
preservation of living organisms.
The students are able to;
Observing
Makinghypotheses
Interpreting dataCommunicatingComparing and
contrastingExperimenting
ControllingvariablesMaking
conclusions
Comparing and
contrastingAttributing
AnalysingRelatingMaking inferences
Generating ideasMaking
conclusions
Having interest and curiosity
towards the environmentBeing diligent and
perseveringBeing responsible about thesafety of oneself, others and
environmentRealising that science is a
means to understand natureBeing systematicBeing confident and
independentThinking rationally
5
Explain what conservation andpreservation are,Explain the steps taken to
preserve and conserve livingorganisms,
Justify the importance ofconservation and preservation ofliving organisms,
Support activities organised byvarious parties to preserve and
conserve the living organisms.
21
(21/5 25/5)
4.6Evaluating therole of man in
maintaining thebalance in
nature.
Carry out a brainstorming sessionto discuss the environmentalissues affecting the balance in
nature and how to solve it.
Carry out a discussion to justifythat man needs stable and
productive ecosystem to ascertaina harmonious life.
The students are able to;
ControllingvariablesExperimenting
CommunicatingMaking inferences
Interpreting data
MakinghypothesesMaking inferences
SequencingRelating
Makingconclusions
Being diligent andperseveringBeing responsible about the
safety of oneself, others andenvironment
Realising that science is ameans to understand nature
Being systematicBeing confident andindependent
Thinking rationally
3
Explain the effects of humanactivities on the balance in
nature,Describe how man solves
problems related to
environment,
Justify that human need a table,productive and balancedecosystem.
CUTI PERTENGAHAN TAHUN
(28/5 8/6) WEEK 22 & 23
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THEME 4: MATTER IN NATURE
Learning Area: 5.0 Water and Solution
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
24(11/6 15/6)
5.1Analysing the
physicalcharacteristics of
water.
Carry out activities to determinethe following:
The students are able to;
ObservingMeasuring and
using numberCommunicating
RelatingAttributing
Making inferencesMaking
conclusions
Having an interest andcuriosity towards the
environmentBeing honest and accurate in
recording and validatingdata
2
State the meaning of the
freezing point of water,State the meaning of the boiling
point of water,
The freezing point of water,The boiling point of water.
25
(18/6 22/6)
Carry out an ac tivity to observe
the effects of impurities on thephysical characteristics of water.
Describe the physical
characteristics of water,Explain through examples theeffects of impurities on the
physical characteristics of water.
Making inferences
DefiningoperationallyInterpreting data
Daring to try
Being confident andindependentThinking rationally
3
5.2Analysing thecomposition of
water.
Carry out electrolysis todetermine the ratio of hydrogen tooxygen in a molecule of water.
The students are able to;
ObservingMeasuring andusing number
Communicating
Making inferencesDefiningoperationallyInterpreting data
RelatingAttributingMaking inferences
Making
conclusions
Having an interest andcuriosity towards theenvironment
Being honest and accurate in
recording and validatingdataDaring to tryBeing confident and
independentThinking rationally
2
Determine the composition ofwater,
Test the presence of hydrogen
and oxygen.
26
(25/6 29/6)
5.3
Analysing theprocess of
evaporation ofwater.
Carry out experiments to study the
factors affecting the rate ofevaporation of water
i.e. humidity, the temperature ofthe surrounding, surface area andthe movement of air.
Discuss the factors affecting the
rate of evaporation in relation to
the Kinetic Theory.
Discuss the similarities anddifferences between evaporationand boiling.
Gather information on
evaporation process and itsapplication in daily life.i.e. drying of clothes, preservation
of agricultural products andprocessing of food.
The students are able to;
Controlling
variablesExperimenting
CommunicatingMaking inferencesInterpreting data
Making
hypothesesMaking inferences
SequencingRelatingMaking
conclusions
Being diligent and
perseveringBeing responsible about the
safety of oneself, others andenvironmentRealising that science is a
means to understand natureBeing systematic
Being confident and
independentThinking rationally
5
Explain what evaporation is,Explain through examples thefactors that affect the rate of
evaporation of water withreference to the Kinetic Theory,
Compare and contrast betweenevaporation and boiling,Describe the application of the
evaporation of water in dailylife.
27
(2/7 6/7)
PROGRESSIVE TEST II
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
28
(9/7 13/7)
5.4
Analysingsolution and
solubility.
Discuss the differences between
solute, solvent and solution.
Carry out activities to prepare adilute solution, a concentratedsolution and a saturated solution.
Discuss the similarities anddifferences between dilutesolution, concentrated solutionand saturated solution.
Carry out activities to illustrate
the differences between a solutionand a suspension.
Carry out experiments todetermine the factors affecting thesolubility of a solute
Nature of solvent
Nature of solute
Temperature
Carry out experiments to
determine the factors affecting therate of dissolving
Temperature
Rate of stirring
Size of solute particles
Discuss the importance of water
as a universal solvent in life.
Gather information on theapplication of organic solvents in
daily life.
The students are able to;
Observing
Makinghypotheses
Interpreting dataCommunicatingComparing and
contrasting
ExperimentingControllingvariablesMaking
conclusions
Comparing and
contrastingAttributing
AnalysingRelatingMaking inferences
Generating ideas
Makingconclusions
Having interest and curiosity
towards the environmentBeing diligent and
perseveringBeing responsible about thesafety of oneself, others and
environment
Realising that science is ameans to understand natureBeing systematicBeing confident and
independentThinking rationally
5
Explain what solute, solventand solution are,Contrast and compare
between dilute solution,concentrated and saturated
solution,
Explain what suspension is,Explain what solubility is,
Explain the factors affectingthe solubility of solutes in
water,Explain the importance ofwater as a universal solvent in
life,Give examples on the uses of
organic solvents in our everydaylife
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
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29
(16/7 20/7)
5.5
Analysing acidand alkali.
Carry out activities to study:
The properties of acid in terms
of pH value, taste, corrosivenature, effect on litmus paper,
reaction with metals such asmagnesium and zinc,
The characteristics of alkali in
terms of pH value, taste,corrosive nature, effect onlitmus paper,
Carry out a discussion to
define acid and alkalioperationally
Carry out activities to determinethe acidic and alkaline substances
in daily life.
Gather information on the usage
of acid and alkali in everyday lifesuch as in agriculture and
industry.
Discuss on the meaning of
neutralisation.
Carry out an activity to showneutralisation using thehydrochloric acid and sodium
hydroxide of the sameconcentration.
Discuss the application ofneutralisation in daily life
e.g. using shampoo andconditioner and, insect bite
The students are able to;
Identify the properties of
acid,
identify the properties ofalkali,
State that acid and alkali
only
show their properties in
the
presence of water,
Explain through examplesthe
definition of acid and
alkali,
Identify the substanceswhich
are acidic or alkaline in
everyday life,
State the uses of acid and
alkali in daily life,
Explain the meaning of
neutralisation,
Write an equation in
words to
describe the neutralisation
process,
Explain through examples
the uses of neutralisation indaily life.
Observing
CommunicatingInterpreting data
Making inferencesMeasuring andusing number
Experimenting
Generating ideas
Comparing andcontrasting
RelatingAnalysingMaking
generationsGrouping and
classifyingAttributingEvaluation
Makingconclusions
Having interest and curiosity
towards the environmentBeing diligent and
perseveringBeing responsible about thesafety of oneself, others and
environmentRealising that science is a
means to understand natureBeing systematicBeing confident and
independentAppreciating thecontribution of science and
technologyThinking rationally
5
30
(23/7 27/7)
5.6
Analysing themethods of water
purification
Make a visit to a water
purification site.Brainstorming on the following
Natural resources of water,
The reasons for water
purification.
Discuss the various types of waterpurification such as filtration,boiling, chlorination and
distillation.
Carry out activities to study thevarious types of water purificationsuch as filtration, boiling and
distillation.Pupils present their findings todiscuss the strengths and
weaknesses of the various types ofwater purification.
The students are able to;
List the natural sources of
water,
State the reasons for water purification,
Describe the various typesof
water purification,
Compare the strengths and
weaknesses of the varioustypes of water purification.
Observing
Communicating
Interpreting data
Relating
Analysing
Comparing and
contrasting
Predicting
Having interest and curiosity
towards the environment
Realising that science is ameans to understand nature
Having critical andanalytical thinking
Appreciating thecontribution of science and
technology
Being systematic
Being confident andindependent
Thinking rationally
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
31(30/7 3/8)
5.7Analysing the
water supplysystem.
Make a visit to a water processingplant to study the water supply
system and stages involved inwater purification.
Discuss the ways to save water.
Do a project on how much waterthe average household uses.
The students are able to;
ObservingCommunicating
Making inferencesInterpreting data
Interpreting dataMaking inferences
Makingconclusions
RelatingGenerating ideasAnalysing
Having interest and curiositytowards the environment
Realising that science is ameans to understand nature
Having critical andanalytical thinkingAppreciating the
contribution of science andtechnology
2
Describe how the water supply
system works,Explain ways to save water.
5.8Understanding
the preservationof water quality.
Collect and interpret data ontypes of water pollutants
which include:Industrial waste such aschemical and radioactive
residues,
The students are able to;Give examples of water
pollutants,Explain the effect of water
pollution on living things,
ObservingCommunicating
Making inferencesInterpreting data
AnalysingInterpreting data
PredictingMakingconclusions
Relating
Having interest and curiositytowards the environment
Realising that science is ameans to understand nature
3
Domestic waste such as
garbage and sewage,Chemicals from the
agricultural activities such asfertilisers and pesticides,Siltation caused by
constructions anddeforestation,Accidental spillage from
tankers.
Explain ways to control water
pollution,Explain ways to preserve water
and its quality.
Having critical and
analytical thinkingAppreciating the
contribution of science andtechnologyBeing systematic
Thinking rationally
Conduct discussion on the effectof water pollution on livingthings.
Generate ideas on ways to control
water pollution.
Discuss ways to conserve and
preserve water and its quality.
Run a campaign on Love OurRivers.
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THEME 4: MATTER IN NATURE
Learning Area: 6.0 Air Pressure
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
32
(6/8 10/8)
6.1
Understanding
air pressure.
Carry out an ac tivity to discuss
the kinetic theory of gases.
Carry out an activity to show that
air exerts pressure.
Carry out activities to show thefactors affecting air pressure,i.e. volume and temperature.
The students are able to;
Observing
Interpreting data
CommunicatingExperimenting
Making inferencesMaking
conclusions
Visualising
Analysing
AttributingRelating
PredictingMaking
conclusions
Having interest and curiosity
towards the environment
Realising that science is ameans to understand nature
Being diligent andpersevering
Having critical andanalytical thinkingAppreciating the
contribution of science andtechnology
Daring to tryThinking rationally
2
Explain the existence of air
pressure with reference to theKinetic Theory,
Explain the factors affecting airpressure.
6.2Applying the
principle of air
pressure in dailylife.
Collect and interpret data onappliances that use the principleof air pressure.
Gather information and discuss
the application of air pressure insyringe, siphon, spraying pumpand drinking straw.
Discuss ways of using theprinciple of air pressure to solve
daily problems such as blockagein sinks and pouring condensed
milk from a can.
Gather information on how a gas
tank containing gas under highpressure works.
Discuss the safety precautionstaken when using gas under high
pressure.
The students are able to;
ObservingMaking inferencesInterpreting data
Communicating
RelatingPredictingProblem solving
Having interest and curiositytowards the environmentRealising that science is a
means to understand natureBeing diligent and
perseveringHaving critical andanalytical thinking
Appreciating thecontribution of science andtechnology
Being systematicDaring to try
Thinking rationally
3
Explain with examples thingsthat use the principle of air
pressure,Generate ideas to solveproblems using the principle of
air pressure,Relate the safety measures taken
when using gas under highpressure.
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THEME 5: FORCE AND MOTION
Learning Area: 7.0 Dynamics
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
33(13/8 17/8)
Carry out activities to show
pushing and pulling are forces.
Carry out activities to show the
effects of force (changes in shape,position, speed and direction).
Carry out activities to show
different types of forces(frictional, gravitational,electrostatic and magnetic force).
The students are able to;
Observation
CommunicatingMaking inferences
Interpreting data
Comparing andcontrasting
Measuring andusing numbers
Attributing
Generating ideasVisualising
Analysing
RelatingMaking
conclusions
Having interest and curiosity
towards the environmentRealising that science is a
means to understand nature
Being diligent andpersevering
Having critical andanalytical thinking
Appreciating thecontribution of science andtechnology
Being systematicDaring to tryThinking rationally
3
State that a force is a push or apull,Explain the effects of forces,
Explain the various types offorces.
7.2Understanding
the measurementof force.
Discuss the unit of force and theprinciple of a spring balance.
Carry out activity to measure the
principle of a spring balance.
Carry out activity to measure the
magnitude of force.
The students are able to;
ObservationCommunicating
Interpreting data
Making inferencesMaking
conclusions
Having interest and curiositytowards the environment
Being honest and accurate inrecording and validating
dataBeing diligent and
persevering
Having critical andanalytical thinking
Appreciating the balance ofnatureBeing systematic
Thinking rationally
2
State the unit of force,
Explain how a spring balanceworks,
Measure the magnitude of force.
34(20/8 24/8) CUTI PERTENGAHAN PENGGAL KE II
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
35(27/8 31/8)
7.3Application of
frictional force.
Discuss with examples to showthe existence of frictional force.
Carry out activities to identify thedirection of frictional force and
measure the magnitude of theforce.
Carry out an experiment to show
how different types of surfacesaffect the magnitude of frictionalforce.
Gather information and discussthe advantages and disadvantages
of friction.
Carry out activities on ways to
The students are able to;
Makinghypotheses
ControllingvariablesInterpreting data
ExperimentingCommunicating
Makinghypotheses
SequencingRelatingGenerating ideas
AttributingAnalysing
Makingconclusions
Having interest and curiositytowards the environment
Being honest and accurate inrecording and validatingdata
Being diligent andpersevering
Realising that science is ameans to understand nature
Appreciating thecontribution of science andtechnology
Having critical andanalytical thinkingAppreciating the balance of
natureBeing systematicThinking rationally
5
Explain with example theexistence of frictional force,
State the direction and themagnitude of frictional force,
Carry out an experiment to showhow different types of surfacesaffect frictional force,
Explain the advantages anddisadvantages of friction,
Explain ways to increasefriction,Explain ways to reduce friction,
Explain with examples theapplication of friction in daily
life.
Increase friction,Reduce friction.
Discuss the application of
increasing and decreasing frictionin our daily life.
36(3/9- 7/9)
7.4Application ofwork.
Discuss with examples to showwork is done when an object ismoved by a force.
Carry out activities to determinethe work done by using:
Work (J)= Force (N) x Distance (m)
The students are able to;
CommunicatingMeasuring andusing numbersInterpreting data
AnalysingMakingconclusions
Having interest and curiositytowards the environmentBeing honest and accurate inrecording and validating
dataBeing diligent and
perseveringHaving critical andanalytical thinking
Appreciating the balance ofnature
Being systematicThinking rationally
5
Explain with examples howwork is done,State the unit of work,
Calculate the work done.
37(10/9 14/9)
7.5
Application ofpower.
Carry out activities to determine
power by using:
Power (W) = Work (J)Time (s)
The students are able to;
State the meaning of power,State the unit of power,
Calculate power on the workdone.
Communicating
Measuring andusing numbers
Interpreting data
Making
conclusions
Having interest and curiosity
towards the environmentRealising that science is a
means to understand thenature
Having critical and analyticalthinkingThinking rationally
7.6Analysing theimportance of
force in life.
Create an activity e.g. drawing aposter, sketching or acting toshow how life would be without
force.
The students are able to;
CommunicatingMeasuring andusing numbers
Interpreting data
AttributingComparing andcontrasting
AnalysingRelatingMaking
conclusions
Having interest and curiositytowards the environmentRealising that science is a
means to understand thenatureHaving critical and analytical
thinkingBeing systematic
Thinking rationally
2
Describe how life will be ifforce does not exist.
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THEME 5: FORCE AND MOTION
Learning Area: 8.0 Support and Movement
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
38(17/9 21/9)
8.1Understanding
the supportsystems in
animals.
Gather information and discussthe various support systems in
The students are able to;
ObservingInterpreting data
Communicating
AttributingComparing and
contrastingAnalysing
RelatingMakingconclusions
Being honest and accurate inrecording and validating
dataRealising that science is a
means to understand natureAppreciating the balance ofnature
Having critical andanalytical thinking
Being thankful to GodBeing systematicThinking rationally
5
Explain the support system in
vertebrates and the varioussupport systems ininvertebrates,
Compare and contrast thesupport system between land
and aquatic vertebrates,Compare and contrast thesupport system between land
and aquatic invertebrates.
Land and aquatic vertebrates,Land and aquaticinvertebrates.
Carry out discussions on thefollowing:
Similarities and differencesbetween support systems inland and aquatic vertebrates,
Similarities and differencesbetween support systems in
land and aquatic invertebrates.
8.2
Understanding
the supportsystems in
plants.
Carry out field work to study
various support systems of plants.
Carry out activities to classify
plants based on their supportsystems.
The students are able to;
Observing
Interpreting data
CommunicatingMaking inferences
Generating ideas
Making inferences
Makingconclusions
Being honest and accurate in
recording and validating
dataRealising that science is a
means to understand natureAppreciating the balance of
natureHaving critical andanalytical thinking
Being thankful to GodBeing systematic
3
Explain the various support
systems in woody andnonwoody plants,
Classify plants based on theirsupport systems.
8.3Appreciating the
support systemin living things.
Discuss issues e.g. The students are able to;
ObservingInterpreting data
Communicating
AttributingComparing and
contrastingAnalysingRelating
Makingconclusions
Being honest and accurate inrecording and validating
dataRealising that science is ameans to understand nature
Appreciating the balance ofnatureHaving critical and
analytical thinkingBeing thankful to God
Being systematicThinking rationally
2
Inability of whales to moveback to sea after being washed
ashore,A crippled person using
crutches for support.
Justify the importance of thesupport system to living things.
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THEME 6: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
Learning Area: 9.0 Stability
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
39
(24/9 28/9)
9.1
Understandingthat the centre of
gravity affects
stability.
Carry out activities to find the
point of equilibrium in regular andirregular shapes.
Carry out an experiment to find
out how the centre of gravityeffects the stability of an object by
manipulating the
The students are able to;
Observing
CommunicatingMaking inferences
Predicting
Interpreting dataControlling
variablesExperimenting
Makinghypotheses
Making
hypothesesRelating
Analysing
AttributingPredicting
Makingconclusions
Being honest and accurate in
recording and validatingdata
Being diligent and
perseveringRealising that science is a
means to understand natureAppreciating the
contribution of science andtechnologyHaving critical and
analytical thinkingBeing objectiveBeing systematic
Thinking rationallyBeing confident an
independent
2
Determine the point ofequilibrium in regular andirregular shapes,
Relate the point ofequilibrium as the centre
of gravity of objects,Relate the centre of gravity tothe stability of objects.
Height,Base area.
Discuss the relationship betweenthe centre of gravity and stability.
9.2Appreciating the
importance ofstability.
Carry out a brainstorming sessionon ways to improve stability.
Carry out activities like doingprojects or playing games to build
models by applying the concept ofstability.
The students are able to;
ObservingCommunicating
Interpreting data
ClassifyingAnalysing
Makingconclusions
Being honest and accurate inrecording and validating
dataAppreciating thecontribution of science and
technologyHaving critical and
analytical thinkingBeing flexible and open-minded
Being systematicThinking rationally
3
Suggest ways to improve
the stability of objectsaround them,Explain with examples the
application of stability in life.
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THEME 6: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
Learning Area: 10.0 Simple Machine
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
40(1/10 5/10)
10.1Analysing levers.
Discuss how a small effort canovercome a large load with the
use of a lever.
Make an observation on devices
that use the principles of levers.Identify the load, force and
fulcrum, and then classify thesystems into first, second andthird class levers. Discuss how
humans apply the principles oflevers to help them overcome
large load.
Discuss that the moment
of force= force x perpendicular distance
from the pivot to force.
Carry out an activity to show the
relationship between moment andthe product of force and distance.
Solving problems related to leversusing the following formulae:
Load (N) x distance of theload from fulcrum (m) =Force (N) x distance of
the force from the fulcrum(m)
The students are able to;
ObservingExperimenting
Communicating
RelatingMaking inferences
PredictingAnalysingGenerating ideas
Makingconclusions
Having an interest andcuriosity towards the
environmentBeing honest and accurate inrecording and validating
dataBeing diligent and
perseveringRealising that science is ameans to understand nature
Appreciating thecontribution of science and
technologyHaving critical andanalytical thinking
Being objectiveBeing cooperative
Thinking rationally
2
List things around them
that use the principle ofthe lever,State what a lever can do,
Identify load, force andfulcrum in the lever,
Classify levers,Explain what is meant by themoment of a force,
Solve problems related to levers.
10.2
Appreciating theinnovative
efforts in thedesign of
machine tosimplify work.
Carry out a project to build a
device using the principle of alever.
The students are able to;
Observing
ExperimentingCommunicating
Synthesising
ConceptualisingProblem solving
Making decisions
Having an interest and
curiosity towards theenvironment
Realising that science is ameans to understand nature
Appreciating thecontribution of science andtechnology
Having critical andanalytical thinkingBeing objective
Thinking rationally
3
Design or improvise a devicethat uses the principle of a lever.
41 - 42 SECOND TERM EXAMINATION (8/10 19/10)
43 - 44YEAR END SCHOOL ACTIVITIES(22/10 15/11)
CUTI AKHIR TAHUN (19/11 1/1/2013)
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