Yearly Planning Science1 Edited

8/8/2019 Yearly Planning Science1 Edited

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YEARLY PLANNING FOR SCIENCE FORM 1

SMA SUNGAI PETANI,08100 BEDONG, KEDAH DARUL AMAN

THEME: INTRODUCING SCIENCELearning Area: 1. Introduction to Science

W LearningObjectives

Learning Outcomes Suggested Learning Activities CCTS Morals Value

1 1.1

Understandingthat science ispart ofeveryday life.

A student is able to:

- list what he seesaround him- that is related to

science,- explain the

importance ofscience ineveryday life,

- name somecareers in sciencesuch as:

a) science teachersb) doctorsc) engineersd) environmental scientists

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.

Discuss the uses and benefits of science in everyday life.Attend talks on careers in science.

Relating Comparing Analysing Visualising

Appreciate nature

Having interest andcuriosity towardsthe environment.

Appreciating thecontribution ofscience.

1.2Understandingthe steps inscientificinvestigation.

A student is able to:- state the steps in a

scientific investigation/experiment,

-carry out a scientificinvestigation.

Carry out a scientific investigation/experiment,

e.g. To find out what affects thenumber of times a pendulum swings back and forth in a giventime (oscillations).

Makinghypothesis Relating Analyzing

Appreciating thecontribution ofscience

Being honest andaccurate inrecording andvalidating data.

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2 Students will be:

a) determining what they want to find out (identifying theproblem),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, methodto collect and analyze 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 andinterpreting data),g) deciding whether the hypothesis is true (making conclusions),h) writing a report on the investigation (reporting). Students can

be asked to report their investigations to the class.

They should emphasise the steps they have taken; what theyhave changed; what they have kept the same and what they havemeasured.

THEME:INTRODUCINGSCIENCELearning Area: 1.Introduction toScience



1 1.4Understanding

A student is able to: Measure the lengths of straightlines, curves and the diameters of objects using rulers, threads

Arrangingobjects and

Being honest andaccurate in recording

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1.3Knowingphysicalquantities andtheir units.

A student is able to:- state the physica l

quantities length,mass, time,temperature andelectric current,

- state the S.I. unitsand thecorrespondingsymbols for thesephysical quantities,

- state the symbolsand values ofprefixes for unit oflength and mass:milli-, centi-, andkilo-,

- identify and useappropriateprefixes in themeasurement oflength and mass.

Identify physical quantities (length, mass, time, temperature andelectric current), their values and units found on productdescriptions.

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

Find the symbols used for these units of measurement.

Find the values of these prefixes.

Identifyingcriteria suchascharacteristics,features,qualities andelements of aconcept or anobject.

Appreciating thecontribution ofscience andtechnology.

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SMA SUNGAI PETANI,08100 BEDONG, KEDAH DARUL AMANthe use ofmeasuringtools.

- choose the righttool and measurelength,

- estimate the areaof regular andirregular shapesusing graph paper,

- choose the righttool and measurethe volume ofliquid,

- choose the righttool to measure thebody temperatureand thetemperature of aliquid,

- determine thevolume of solidusing the waterdisplacementmethod.

and calipers.

Estimate the areas of regular and irregular shapes using graphpaper.

Measure the volume of liquids using measuring cylinders,pipettes and burettes.

Determine the volume of regular and irregular solids using thewater displacement method.

Measure the body temperature and the temperature of water.

Discuss the right choice of tools in making measurements.

Apply the above measuring skills in the context of experiments.

information inorder based onthe quality orquantity ofcommoncharacteristicsorfeatures suchas size, time,shape ornumber.

and validating data.

1.5

Understandingthe concept ofmass.


- determine theweight of anobject,

- - explain theconcept of weight,

Find the weights of different objects using a spring balance.

Discuss weight as the pull of the earth (gravitational force) on anobject.

Relating Makinginferences Making

conclusion




of mass,- determine the

mass of an object,

- explain the

matter.Find the mass of different objects using beam balance or leverbalance.

Discuss the difference between mass and weight.

MakingInferences

Comparingand

Being honest andaccurate in recordingand validating data.

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SMA SUNGAI PETANI,08100 BEDONG, KEDAH DARUL AMANdifference betweenmass and weight,

- apply the use of spring and beam/lever balance inthe context of anexperiment.

Apply the skills of using spring balance and beam/lever balancein the context of an experiment.

Contrasting

1.6Realising theimportance ofstandard unitsin everydaylife.


- give examples ofproblems that mayarise if standardunits are not used.

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).

Act out a scene to show the problems caused by not usingstandard units e.g. buying things at the market.

Discuss the advantages and disadvantages of using different unitsof measurement.

Being honest andaccurate in recordingand validating data.Appreciating thecontribution ofscience andtechnology.

THEME: MAN AND THE VARIETY OF LIVING THINGSLearning Area: 1. Cell as a Unit of Life

W Learning

Objectives


1.1Understandingcells.

A student is able to:- identify that cell is

the basic unit of

Gather information on living organisms and identify the smallestliving unit that makes up the organism.

Attributing Classifying

Appreciating thecontribution ofscience and

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SMA SUNGAI PETANI,08100 BEDONG, KEDAH DARUL AMANliving things,

- prepare slidesfollowing theproper procedure,

- use a microscopeproperly,

- identify the generalstructures ofanimal cells andplant cells,

- draw the generalstructure of ananimal cell and aplant cell,

- label the generalstructure of ananimal cell and aplant cell,

- state the functionof each cellstructure,

- state thesimilarities anddifferences

between an animal- cell and a plantcell.

Prepare slides of cheek cells and onion cells.

Study the general structure of cheek cells and onion cells under amicroscope using the correct procedure.

Draw and label the different structures of an animal cell and aplant cell.Compare an animal cell to a plant cell.

Gather information on cell structures and discuss their functions.

Comparingandcontrasting

technology.

Being diligentand persevering

Being objective.

THEME: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 1. Cell as a Unit of Life



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SMA SUNGAI PETANI,08100 BEDONG, KEDAH DARUL AMAN1.2Understandingunicellularorganism andmulticellularorganism.

A student is able to:- state the meaning

of unicellular- organism and

multicellular- organism,

- give examples ofunicellular

- organism andmulticellular

- organism.

Gather information about unicellular organisms and multicellularorganisms.

Provide students with picture cards, name cards, cards with thelabels unicellular and multicellular.

Students match the three cards for each organism.

Observe examples of unicellular organisms and multicellularorganisms under a microscope.

Producing or givingideas in adiscussion.

Being thankful toGod.

Beingsystematic.

1.3Understandingthat cells formtissues, organsand systems inthe humanbody.

A student is able to:- name the different

types of humancells,

- state the functionof different typesof human cells,

- arrangesequentially cellorganisation fromsimple to complex

using the termscell,- tissue, organ,

system andorganism.

Gather information and discuss the following:

a) types of human cells,b) functions of different types of human cells.

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

cell tissue organ system organism

relating attributing comparing andcontrasting classifying

Realising thatscience is ameans tounderstandnature.

Being thankful togod.

THEME: MAN AND THE VARIETY OF LIVING THINGSLearning Area: 1. Cell as a Unit of Life



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1.4Realising thathumans arecomplexorganisms.


- explain why humanbeings are complexorganisms.

Discuss why human beings are complex organisms. Relating Attributing Making

conclusion

Realizing thatscience is ameans tounderstandnature.

THEME: MATTER IN NATURELearning Area: 1. Matter



1.1Understandingthat matter hasmassand occupiesspace.

A student is able to:- state that things

have mass andoccupy space,- explain what

matter is,- relate things and

matter,

- carry out activitiesto show that air,water, soil andliving things

- have mass andoccupy space.

Through activities, show that things such as book, air, water, soiland living things have mass and occupy space.

Discuss what matter is.

List examples of matter.

Relating Makingconclusion


Being objective

1.2Understandingthe threestates ofmatter.

A student is able to:- state that matter is

made up ofparticles,

- state the threestates of matter,

- state thearrangement ofparticles in thethree states of

- matter,- state the

differences in themovement ofparticles in the

Gather information and discuss

a) what matter is made up of,

b) what the three states of matter are.

Compare the three states of matter in terms of:

a) the arrangement of particles,

b) the movement of particles.

Simulate the arrangement and movement of particles in the threestates of matter.

Makinganalogies


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SMA SUNGAI PETANI,08100 BEDONG, KEDAH DARUL AMANthree states ofmatter.

THEME: MATTER IN NATURELearning Area: 1. Matter



1.3Understandingthe concept ofdensity.


- define density,explain why someobjects and liquidsfloat,

- solve simpleproblems related todensity,

- carry out activitiesto explore thedensities of objectsand liquids.

Recall the definition of density.

Through activities, find the densities of:

a) objects with regular shape and objects with irregular shape,

b) different liquids.

Discuss why some objects and liquids float by relating to density.

Makinghypothesis

Comparing &contrasting

Sequencing Making

conclusion

Being honest andaccurate inrecording andvalidating data.

Systematic

Having criticaland analyticalthinking.

1.4Appreciatingthe use ofproperties ofmatter ineveryday life.


- describe how manuses the differentstates of matter,

- describe how manapplies the conceptof density,

- carry out anactivity to explorethe applications ofthe concept offloating and sinkingrelated to density.

Gather information and discuss how:a) man uses his knowledge of different states of matter to storeand transport gases and liquids,

b) man uses the concept of density in making rafts, floats etc.Carry out an activity to explore the applications of the concept offloating and sinking related to density.

Relating Comparing &

contrasting

Generatingideas

Makingconclusion


Having criticaland analyticalthinking.

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SMA SUNGAI PETANI,08100 BEDONG, KEDAH DARUL AMANTHEME: MATTER IN NATURELearning Area: 2. The Variety of Resources on EarthW Learning

ObjectivesLearning Outcomes Suggested Learning Activities CCTS Morals Value

2.1Knowing thedifferentresources onearth.

A student is able to:- l is t the resources

on earth needed tosustain life,

- l is t the resourceson earth used ineveryday life.

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

Comparing &contrasting

Relating

Grouping &classifying

Having interestand curiositytowards theenvironment.

Being thankful toGod

Appreciating thebalance ofnature.

2.2Understandingelements,compoundsand mixtures.


- state whatelements,compounds andmixtures are,

- give examples ofelements,compounds and

mixtures,- state the

differencesbetween elements,compounds and

- mixtures,- carry out activities

to compare andcontrast theproperties ofdifferent metalsand nonmetals,

- classify elementsas metals and non-metals based on

theircharacteristics,

- give examples ofmetals and non-metals,

Gather information and discuss

a) what elements, compounds and mixtures are,

b) what metals and nonmetals are,

c) examples of elements, compounds, mixtures, metals and non-metals.

Compare and contrast the properties of elements, compounds andmixtures.

Carry out activities to compare the properties of metals and non-metals in terms of appearance, hardness, conductivity of heat andconductivity of electricity.

Attributing Comparing &

contrasting

Classifying Making

generalizations.

Having critical &analyticalthinking.

Having aninterest andcuriosity towardsthe environment.

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THEME: MATTER IN NATURELearning Area: 2. The Variety of Resources on Earth



A student is able to:- carry out activities

to separate thecomponents of amixture.

Carry out activities to separate the components of mixtures e.g.

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

2.3Appreciatingthe importanceof the varietyof earthsresources toman.

A student is able to:- explain the

importance ofvariety of earthsresources to man,

- state the meaningof the preservationand conservation

of resources onearth,

- state theimportance of thepreservation andconservation ofresources on earth,

- pract ise reducingthe use, reusingand recycling ofmaterials.

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

Draw a concept map to show the relationship between theseresources to the basic needs of life.

Gather information on the preservation and conservation ofresources on earth.

Discuss the importance of the preservation and conservation ofresources on earth (e.g. recycling of paper reduces the cutting downof trees; conserving clean water prevents water shortage).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 collectingold newspapers.

Relating Evaluating Prioritizing



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THEME: MATTER IN NATURELearning Area: 3. The Air Around Us



3.1Understandingwhat air ismade up of (thecomposition ofair).

A student is able to:- state what air is made up of,- explain why air is a mixture,- state the percentage of

nitrogen, oxygen and carbondioxide in air,

- carry out activities to show:

a) the percentage of oxygen in air,

b) that air contains water vapour,microorganisms and dust.

Gather information on:

a) the composition of air,

b) the percentage of nitrogen, oxygen and carbondioxide in air.

Carry out activities to show:

a) the percentage of oxygen in air,

that air contains water vapour, microorganisms and dust.

Attributing

Relating

Comparing&contrasting



Thinkingrationally.

3.2Understandingthe propertiesof oxygen andcarbon dioxide.

A student is able to:- list the properties of oxygen

and carbon dioxide,- identify oxygen and carbon

dioxide based on theirproperties,

- choose a suitable test foroxygen and carbon dioxide

Gather information on the properties of oxygen andcarbondioxide.

Carry out activities to show the properties of oxygen andcarbon 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.

Attributing Analyzing Making

inferences

Relating Predicting

Being fair andjust.

Thinkingrationally.

Being confidentand independent.

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3.3Understandingthat oxygen isneeded inrespiration.


- state that energy, carbondioxide and water vapour arethe products of respiration,

- relate that living things useoxygen and give out carbon

- dioxide during respiration,- compare and contrast the

content of oxygen in inhaledand exhaled air in humans,

- state that oxygen is neededfor respiration,

- carry out an experiment toshow that living things useoxygen and give out carbondioxide during respiration.

Gather information and discuss respiration.

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

(a) use oxygen,(b) give out carbon dioxide.

Attributing Relating

Having a criticaland analyticalthinking .

Being objective

Thinkingrationally.




3.4Understandingthat oxygen isneeded for

combustion(burning).

A student is able to:- state what combustion is,- state that oxygen is needed

for combustion,

- list the products ofcombustion,

- carry out experiments toinvestigate combustion.

Gather information and discuss combustion.

Carry out experiments to:

a) show that oxygen is needed for combustion,

c) investigate the effect of the size of a container on thelength of time a candle burns.

Attributing analysing

Realising thatscience is ameans tounderstand

nature.

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Carry out activity to test for the products of combustion ofcharcoal and candle.

3.5Analysing theeffects of airpollution.

A student is able to:- explain what air pollution is,- list examples of air pollutants,- list the sources of air

pollutants,

- Describe the effects of airpollution,

- Explain the steps needed toprevent and control airpollution.

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.

Carry out a project to study:

a)Air pollution in an area around the school,

b) The effects of air pollution.

Carry out a project to study:

a)Air pollution in an area around the school,

b) The effects of air pollution.


Makinginferences

Appreciatenature

Thinkingrationally.




3.6Realising theimportance ofkeeping the airclean.


- Describe how life would bewithout clean air,

- suggest ways to keep the airclean,

- practise habits that keep theair clean.

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.

Carry out an activity to show the pollutants in cigarettesmoke.


Appreciate theusefulness ofwater.


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THEME: ENERGYLearning Area: 1. Sources of Energy



1.1Understandingvarious formsand sources ofenergy.

A student is able to:- -list the various forms of

energy,- list the various sources of

energy,- identify energy changes,- identify the sun as the primary

source of energy,

- carry out an activity toinvestigate the change ofenergy from potential to

kinetic energy and vice versa.

Gather information about the various forms and sources ofenergy, and energy changes.Discuss the sun as the primary source of energy.

Carry out activity to see the change of energy change

- from potential to kinetic energy, e.g. a ball rollingdown a slope.

- from kinetic to potential energy, e.g. the windingof the spring in a toy car.

Attributing Relating classify

Appreciatenature

1.2Understandingrenewable andnon-renewableenergy.


- define renewable andnonrenewable

- sources of energy,

- group the various sources ofenergy into renewable andnonrenewable,

- explain why we need toconserve energy,

- suggest ways to use energyefficiently.

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

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.

Attributing Comparing &

contrasting

Appreciate thesources ofenergy

Being thankful

1.3Realising the

importance ofconservingenergysources.

A student is able to:- describe the importance of

conserving energy sources,

- explain the use and- management of energy

sources.

Discuss the importance o conserving energysources.

Discuss the use and management of energy sources.

Relating Analyzing

Having aninterest and

curiosity towardsthe environment.

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THEME: ENERGYLearning Area: 2. Heat



2.1Understandingheat as a formof energy.

A 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 differencebetween heat andtemperature.

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 studentsto predict and observe how the temperatures change whenhot and cold water are mixed.

Discuss:a) that heat is a form of energy,b) the uses of heat in our daily lifec) what temperature is,d) the difference betweentemperature and heat.

Attributing Classifying Comparing &

contrasting


Appreciatenature.

2.2Understandingheat flow(transferred) andits effect.

A student is able to:- state that heat causes

solids, liquids and gases toexpand and contract,

- state that heat flows in threedifferent ways (conduction,convection and radiation),

- state that heat flows(transferred) from hot tocold,

- give examples of heat flow

Carry out activities to show that heat causes solids,liquids and gases to expand and contract.

(ball and ring, mercury in thermometer and air in roundbottomedflask)

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

Carry out group activities to discuss:

a) natural phenomena such as land breeze, sea breeze and

Attributing

Analyzing

Generatingideas


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SMA SUNGAI PETANI,08100 BEDONG, KEDAH DARUL AMANin natural phenomena,

- state what a heat conductoris,

- state what a heat insulatoris,

- list uses of heat conductorsand heat insulators in dailylife,

- carry out an experiment toinvestigate the use ofdifferent

materials as heat insulators.

the warming 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. Carry out an experiment to investigate the use ofdifferentmaterials as heat insulators.

2.3Analysing theeffect of heaton matter.

A student is able to:- state the change in state of

matter in physicalprocesses,

- explain that change in stateof matter involves theabsorption and release ofheat,

- give examples of dailyobservations which show achange in state of matter.

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

Discuss:(i) the effects of heat on the state of matter,

(ii) examples of daily observations which show a change instate of matter.

Attributing Relating making

generalization

generatingideas

Appreciatenature

Thankful to god.

2.4Applying theprinciple ofexpansionandcontraction ofmatter.

A student is able to:- explain with examples the

use of expansion andcontraction of matter indaily life,

- apply the principle of

expansion and contractionof matter in solving simpleproblems.

Discuss the use of expansion and contraction of matter in thefollowing:

a) mercury in a thermometer,b) bimetallic strip in a fire alarm,c) gaps in railway tracks,d) rollers in steel bridges.

Discuss the use of the principle of expansion and contractionofmatter to solve simple problems.


generalization

generatingideas

Appreciatenature

Thankful to god.

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THEME: ENERGYLearning Area: 2. Heat



2.5Understandingthat dark, dullobjects absorband give outheat better.


- state that dark, dull objectsabsorb heat better than white,shiny objects,-state that dark, dull objectsgive out heat better than white,shiny objects,- carry out experiments to

investigate heat absorption andheat release.

Carry out experiments to show that:

a) dark, dull objects absorb heatbetter than white, shiny objects,b) dark, dull objects give out heat better than white, shinyobjects.


generalization

generatingideas

Appreciatenature

Thankful to god.

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SMA SUNGAI PETANI,08100 BEDONG, KEDAH DARUL AMAN2.6Appreciatingthe benefits ofheat flow.


- put into practice theprinciple of heat flow to providecomfortable living.

Discuss and put into practiceactivities such as the opening ofwindows in the classroom orlaboratory to improve aircirculation.


generalization

generatingideas

Appreciatenature

Thankful to god.

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Yearly Planning Science1 Edited