hsp science form 2 2010
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THEME: MANAGEMENT AND CONTINUITY OF LIFE LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES
Week / Date Learning Objectives
Suggested Learning Activities Learning Outcomes Notes
W11.1 Carry out activities to make A student is able to: The five sensory
4 - 8/1/2010 Understanding connection between the five organs have beenthe sensory senses, the sensory organs and identify and relate a sensory introduced inorgans and their functions.
the stimuli. organ to its stimulus,state the pathway from stimulus
Primary Science.
Discuss what happens in our body after a stimulus is detected.
to response:Stimulus- Sensory organs -Nerves- Brain- Nerves -Response
W21.2 Carry out activities to study the A student is able to: The structures of the
11 – 15/1/2010 Understanding following: receptors are notthe sense of a) structure of the human skin identify the structure of the required.touch. involved in stimuli detection,
b) sensitivity of the skin atdifferent parts of the body
human skin involved in stimuli detection,state the function of different
towards stimuli.Discuss the sensitivity of the skin in connection to the following situations:
receptors – pressure, heat, pain,draw conclusion on the sensitivity of the skin at different parts of the body towards stimuli.
receiving an injection,using Braille.
1
Week / Date Learning Objectives
Suggested Learning Activities Learning Outcomes Notes
W31.3 Discuss the structure of the nose A student is able to:
18 – 22/1/2010 Understanding and the position of the sensorythe sense of smell.
cells using models, charts, computer software and other teaching aids.
identify the structure of the nose,identify the position of thesensory cells in the detection ofsmell.
W41.4 Carry out activities to detect the A student is able to:
25 – 29/1/2010 Understanding different areas of the tongue thatthe sense of respond to different tastes. identify the different areas of thetaste. tongue that respond to different
Carry out activities to find how taste is related to smell.
taste,relate the sense of taste with the sense of smell.
W51.5 Observe and identify the structure A student is able to: Teacher is
1 – 5/2/2010 Understanding of the human ear. encouraged to usethe sense of identify the structure of the computer simulationhearing Discuss the function of each part of
the ear.Discuss the hearing mechanism.
human ear,explain the function of thedifferent parts of the ear,describe how we hear.
to illustrate the hearing mechanism.
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Week / Date Learning Objectives
Suggested Learning Activities Learning Outcomes Notes
W61.6 Examine the cow’s eye or model A student is able to:
8 – 12/2/2010 Understanding the sense of
of a human eye.identify the structure of the
Chinese New Year
sight. Collect information on structure and function of each part of the eye.
human eye,explain the functions of different parts of the eye,describe how we see.
Holiday (13 – 16/2/2010)
Discuss how we see.
W71.7 Carry out activities to study: A student is able to: Relate the
17 – 19/2/2010 Understanding properties of light tolight and sight. reflection of light,
refraction of light between two mediums of different density.
describe the properties of lighti.e. reflection and refraction,state the various defects ofvision,explain ways to correct vision
natural phenomena and daily usage. Angles of incidence, reflection, refraction and normal are not
Collect information about the types of defects of vision and the
defects,state and give examples of the
required.
contribution/use of technology to rectify them.
limitations of sight,connect stereoscopic and monocular visions with the survival of animals,identify the appropriate device to overcome the limitations of sight.
Astigmatism,optical illusions, blind-spot, monocular and stereoscopic visions should be introduced.
3
Week / Date Learning Objectives
Suggested Learning Activities Learning Outcomes Notes
Carry out activities to show whatshort sightedness and longsightedness are and how tocorrect them.
Discuss what astigmatism is andthe way to correct it.
Carry out activities to investigatethe following:optical illusion,blind-spot.
Discuss the connection between stereoscopic vision and monocular vision with the survival of animals.Gather information about the device to overcome the limitation of sight.
Microscope, magnifying glass, telescope, binoculars, ultrasound scanning device, X-ray, periscope should be included.
4
Week / Date Learning Objectives
Suggested Learning Activities Learning Outcomes Notes
W81.8 Carry out activities to investigate: A student is able to:
22 – 25/2/2010 Understanding sound and hearing
the production of sound,the need of medium for sound to travel,c) the reflection and absorption ofsound.Collect information aboutthe defects of hearing,ways to rectify the defects of hearing.
describe the properties of sound,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 ofhearing,
Include devices such as hearing aids and stethoscope.
26/2/2010 is Maulidur Rasul
Discuss the limitations of hearing and ways of improving it.
explain stereophonic hearing.
Carry out activities to investigate the need for stereophonic hearing in determining the direction of sound.
5
Week / Date Learning Objectives
Suggested Learning Activities Learning Outcomes Notes
W91.9 Carry out experiments to A student is able to: Responses in
1 – 5/3/2010 Understanding investigate and identify: plants shouldthe stimuli and responses in plants.
stimuli detected by plants,the parts of the plants sensitive to specific stimulus.Discuss in what ways the response of plants towards stimuli are important for their survival.
state the stimuli that cause response in plants,identify the parts of plantssensitive to specific stimulus,relate the response in plants totheir survival.
include phototropism, geotropism, hydrotropism, nastic movement, tigmotropism.
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LEARNING AREA: 2. NUTRITION
Week / Date LearningObjectives
Suggested Learning Activities Learning Outcomes Notes
W10 2.1 Discuss the classes of food i.e. A student is able to: Only the major8 – 12/3/2010 Analysing the
classes of food.carbohydrate, protein, fats, vitamins, minerals, fibre and explain through examples the
vitamins (A, B, C, D, E and K) and
water and state their functions.Carry out activities to test for starch (iodine solution), glucose
classes of food,state the function of each class of food,test for starch, glucose, protein
minerals (calcium, sodium, iron, iodine, phosphorus and potassium) are
(Benedict solution), protein and fats. required.(Millon’s reagent) and fats (alcohol-emulsion test).
Vitamin B need not be classified intoB1, B2 and so on.
School holiday (13 – 21/3/2010)
Introduce alcohol-emulsion test for fat.
W11 2.2 Discuss: A student is able to:22 – 26/3/2010 Evaluating the
importance of a balanced diet.
what a balanced diet is,the factors that determine aperson’s balanced diet: age,size, sex, job, climate, state
state what a balanced diet is,state the factors that must be considered when planning a
of health.Collect food wrappers that show
balanced diet,explain how the factors affect a balanced diet,
The unit of energy in food can be
calorific value of food and make a state the quantity of energy in measured either inlist to show the calorific value for each type of food.
each gram of carbohydrate, protein and fats,
joules or calories.
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Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
Discuss to estimate the calories of food taken in a meal.
estimate the calories of food taken in a meal,plan a balanced diet.
Plan a balanced diet for a day.(breakfast, lunch and dinner)
W122.3 Discuss that digestion is the A student is able to:
29/3 – 2/4/2010 Understanding breakdown of large foodthe digestive system in man.
molecules into smaller soluble molecules that can be readily
explain what digestion is,identify the parts of the digestive
absorbed by the body. system,describe the flow of food
Identify parts of the digestive system and the flow of food
particles in the alimentary canal,state the functions of the organs
particles in the alimentary canal using model/chart/CD ROM.
in the digestive system,describe the process of digestion Enzymes should
Discuss the functions of thein the alimentary canal,list the end products of digestion
only include amylase, protease
various organs in the digestive system and the enzymes found.Carry out activities to show the action of the enzyme in the saliva on starch.
of carbohydrate, protein and fats. and lipase.
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Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
W132.4 Discuss the process of A student is able to: The structure of
5 – 9/4/2010 Understanding absorption of the products of vilus is notthe process of digestion in the small intestine. explain the process of required. Need onlyabsorption of absorption of the products of mention vilusdigested food. Carry out an experiment to show
the absorption of glucose throughdigestion,make inference about the
increases the surface area for
a Visking tube absorption of glucose through a absorption.Visking tube.
W142.5 Discuss the reabsorption of water A student is able to:
12 – 16/4/2010 Understanding by the large intestine and thethe reabsorption process of defecation. state how water is reabsorbedof water and defecation.
Discuss the importance of good eating habits to avoid constipation.
in the large intestine,explain defecation,relate the problem of defecation with eating habits.
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Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
W152.6 Plan and carry out a healthy A student is able to:
19 – 23/4/2010 Put into practice eating habit.the habits of justify the importance of eatinghealthy eating. Discuss the following topics :
a)practicing good eatingnutritious food,put in practice good eating
habits i.e. eating nutritious food and eating in
habits,justify the generous distribution
moderation,b)the generous distributionof food to the underprivileged / needy,c) cultural practices in dining conforming to sensitivities and religious beliefs.
of food to the underprivileged / needy,relate the dining culture of different people conforming to sensitivities and religious beliefs.
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THEME: MAN AND THE VARIETY OF LIVING THINGS LEARNING AREA: 1. BIODIVERSITY
Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
W161.1 Discuss the diversity in the general A student is able to: Basic concept on
26 – 30/4/2010 Understanding characteristics of living organisms. variety of livingvariety of living explain the diversity of living organisms hasorganisms and their
Collect and classify various plants and animals into a system based
organisms in a habitat,classify various animals based
been introduced in primary science.
classification. on common characteristics. - Animal: Invertebrate,vertebrate, mammal, fish, bird, amphibian, reptile.
on common characteristics,classify various plants basedon common characteristics,explain the importance of
Emphasize only on the classification in
- Plant : Flowering plant, non- biodiversity to the environment. the suggestedflowering plant, monocotyledon, dicotyledon.- Build a concept map on living organisms based on the classification above.
learning activities.Malaysia is one of
Discuss the importance of the twelve mega-maintaining the biological diversity as one of the country’s natural heritage.
biodiversity countries in the world should be highlighted.
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LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
Week / Date LearningObjective Suggested Learning Activities Learning Outcomes Notes
W172.1 Carry out a field work to study A student is able to: Basic concept of
3 – 7/5/2010 Analysing the interdependence
species, habitat, population, community in an ecosystem. state what species, population
habitat has been introduced in
among living organisms. Carry out a discussion on
and community are,state what habitat and
primary school.
interdependence among living organisms and the environment
ecosystem are,identify various habitats in one During the field
to create a balanced ecosystem. ecosystem,explain through examples the
work the concept of ecology will be
interdependence among living organisms and the environment to create a balanced ecosystem.
constructedthrough contextual learning.
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Week / Date LearningObjective Suggested Learning Activities Learning Outcomes Notes
W182.2 Collect and interpret data on the A student is able to: Basic concept of
10 – 14/5/2010 Evaluating the types of interactions between prey predator andinteraction living organisms as follows: list the types of interactions competition hasbetween living organisms.
prey-predator,symbiosis: commensalism, mutualism and parasitism
between living organisms,explain with examples the interactions between living
been taught in primary school.
e.g. remora and shark, algae and fungi, tape worm
organisms,justify the importance of
and man,c) competition.
interaction between living organisms and the environment,explain through examples the Refer to local
Conduct an activity to show the advantages and disadvantages issues like the crowimportance of the interaction between organisms and the environment.
of biological control in regulating the number of pest in certain areas.
problem in Kelang.
Discuss the advantages of biological control in regulating the numbers of pests in certain areas.
13
Week / Date LearningObjective Suggested Learning Activities Learning Outcomes Notes
W192.3 Collect and interpret data on the A student is able to: Food chain has
17 – 21/5/2010 Synthesizing producer, consumer, decomposer been taught infood web. and pyramid number. explain what producers, consumers
and decomposersprimary science.
Construct a food web from a few food chains and identify the
are,combine a few food chains to
producer, consumer and decomposerDiscuss the energy flow in the
construct a food web,identify the producer, consumer and decomposer in a food web,construct a pyramid number
food web constructed. from a food chain,relate the food web and the
Conduct a game to show the effects of an increase or decrease in the number of organisms in a pyramid number. Discuss the consequences if a component of living organisms in an ecosystem is missing.
pyramid number to energy flow,predict the consequences if a certain component of living organisms in the ecosystem is missing.
Refer to the crown of thorn problem in the coral reef in the marine parks.
14
Week / Date LearningObjective Suggested Learning Activities Learning Outcomes Notes
W202.4 Carry out discussion on what A student is able to:
24 – 28/5/2010 Analysing photosynthesis is.photosynthesis.
Carry out experiments tostate what photosynthesis is,state the factors required for The carbon and
determine the factors needed for photosynthesis i.e. carbon dioxide, water, light and chlorophyll.Discuss the importance of photosynthesis in maintaining a balanced ecosystem.
photosynthesis,state the products ofphotosynthesis,control the variables that arerequired for photosynthesis,explain the role of photosynthesis in maintaining a balanced ecosystem.
oxygen cycles should be included.
Discuss the carbon and oxygen cycles.
15
Week / Date LearningObjective Suggested Learning Activities Learning Outcomes Notes
W212.5 Collect and interpret data on the A student is able to: The role of man in
1 – 4/6/2010 Evaluating the conservation and preservation of conservation andimportance of living organisms. explain what conservation and preservation hasconservation and Carry out a field work in a natural
preservation are,explain the steps taken to
been highlighted in primary school.
preservation of forest reserve (wetlands, highland preserve and conserve livingliving organisms. forest or tropical rain forest) or an
animal sanctuary to study theorganisms,justify the importance of
conservation and preservation of conservation and preservation ofliving organisms. living organisms,
support activities organised byCarry out a discussion on how the various parties to preserve andimprovement in science and technology helps in the conservation and preservation of living organisms.
conserve the living organisms.
School holiday(5 – 20/6/2010)
Run a campaign to stress on the importance of conservation and preservation / Carry out a role play involving the parties concerned in solving problems related to the conservation and preservation of living organisms.
Forest is also home to some indigenous people should be included.
16
Week / Date LearningObjective Suggested Learning Activities Learning Outcomes Notes
W222.6 Carry out a brainstorming session A student is able to: Examples of
21 – 25/6/2010 Evaluating the to discuss the environmental environmentalrole of man in issues affecting the balance in explain the effects of human issues:maintaining the nature and how to solve it. activities on the balance in Global climatebalance in nature.
Carry out a discussion to justify that man needs stable and productive ecosystem to ascertain a harmonious life.
nature,describe how man solvesproblems related to environment,justify that human need a stable,productive and balanced
change,habitat destruction, species extinction, air, soil and water pollution, loss of
ecosystem. wetlands,solid waste management, deforestation, land overuse, over fishing, toxin in the environment, (release of excessivechemicals into our environment – includes pesticides, fertilizers and pollutants)
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THEME: MATTER IN NATURELEARNING AREA: 1.0 WATER AND SOLUTION
Week / Date LearningObjective Suggested Learning Activities Learning Outcomes Notes
W231.1 Carry out activities to determine A student is able to: The Kinetic Theory
28/6 – 2/7/2010 Analysing the the following: should bephysical characteristics of water.
the freezing point of water,the boiling point of water.
state the meaning of thefreezing point of water,state the meaning of the boiling
introduced.Relate the freezing
Carry out an activity to observe the effects of impurities on the
point of water,describe the physical
and boiling point of water to the Kinetic
physical characteristics of water. characteristics of water,explain through examples the effects of impurities on the physical characteristics of water.
Theory.
18
Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
W241.2 Carry out an electrolysis to A student is able to: The ionic theory
5 – 9/7/2010 Analysing the determine the ratio of hydrogen to on electrolysis iscomposition of oxygen in a molecule of water. determine the composition of not neededwater. water,
test the presence of hydrogenUnderstanding that hydrogen is
and oxygen. discharged at the cathode andoxygen at theanode is adequate.The ratio of gases is required.
19
Week / Date LearningObjective Suggested Learning Activities Learning Outcomes Notes
W251.3 Carry out experiments to study the A student is able to:
12 – 16/7/2010 Analysing the factors affecting the rate ofprocess of evaporation of
evaporation of water i.e. humidity, the temperature of the
explain what evaporation is,explain through examples the
water. surrounding, surface area and the factors that affect the rate of
movement of air.Discuss the factors affecting the
evaporation of water with reference to the Kinetic Theory,compare and contrast between
rate of evaporation in relation to the Kinetic Theory.
evaporation and boiling,describe the application of theevaporation of water in daily
Discuss the similarities and differences between evaporation and boiling.Gather information on evaporation process and its application in daily life.i.e. drying of clothes, preservation of agricultural products and processing of food.
life.
20
Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
W261.4 Discuss the differences between A student is able to:
19 – 23/7/2010 Analysing solute, solvent and solution.solution and Carry out activities to prepare a explain what solute, solventsolubility. dilute solution, a concentrated
solution and a saturated solution.Discuss the similarities and
and solution are,contrast and comparebetween dilute solution, concentrated and saturated
differences between dilute solution, concentrated solution and saturated solution.
solution,explain what suspension is,explain what solubility is,explain the factors affecting
Carry out activities to illustrate the the solubility of solutes in Introduce insolubledifferences between a solution and a suspension.Carry out experiments to determine the factors affecting the solubility of a solute.Nature of solvent,Nature of solute,Temperature.
water,explain the importance of water as a universal solvent in life,give examples on the uses of organic solvents in our everyday life.
sediments are known as residue.
21
Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
Carry out experiments to determine the factors affecting the rate of dissolving:temperature,rate of stirring,size of solute particle.
Discuss the importance of water as a universal solvent in life.Gather information on the application of organic solvents in daily life.
22
Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
W271.5Analysing acid
Carry out activities to study:A student is able to: Caution:
26 – 30/7/2010and alkali. the properties of acid in terms of pH
value, taste, corrosive nature, effect on
identify the properties of acid, identify the properties of alkali,state that acid and alkali only
Chemicals in the laboratory should not be tasted.
litmus paper, reaction with show their properties in the
metals such as magnesium and zinc,the characteristics of alkali in
presence of water,explain through examples the definition of acid and alkali,identify the substances which
Use only dilute acid and dilute alkali.Do not use active
terms of pH value, taste, corrosive nature, effect on litmus paper,carry out a discussion to define acid and alkali operationally.Carry out activities to determine the acidic and alkaline substances in daily life.
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 in daily life.
metals such as Potassium and Sodium in the reaction with acid.
23
Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
Gather information on the usage of acid and alkali in everyday life such as in agriculture and industry.Discuss on the meaning of neutralisation.
Carry out an activityto show neutralisation using the hydrochloric acid and sodium hydroxide of the same concentration.
Discuss the application of neutralisation in daily life e.g. using shampoo and conditioner and, insect bite.
24
Week / Date LearningObjective Suggested Learning Activities Learning Outcomes Notes
W281.6 Make a visit to a water purification A student is able to:
2 – 6/8/2010 Analysing the site. list the natural sources ofmethods of water Brainstorming on the following:
water,state the reasons for water
purification. natural resources of water,the reasons for water
purification,describe the various types of
purification.Discuss the various types of water purification such as filtration, boiling, chlorination and distillation.
water purification,compare the strengths and weaknesses of the various types of water purification.
Carry out activities to study the various types of water purification such as filtration, boiling and distillation.Pupils present their findings to discuss the strengths and weaknesses of the various types of water purification.
The latest developments in water purification e.g. ultra-violet treatment can be discussed.
25
Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
W291.7 Make a visit to a water processing A student is able to:
9 – 13/8/2010 Analysing the plant to study the water supplywater supply system and stages involved in describe how the water supplysystem. water purification.
Discuss the ways to save water.system works,explain ways to save water.
Do a project on how much water the average household uses.
26
Week / Date LearningObjective Suggested Learning Activities Learning Outcomes Notes
W301.8 Collect and interpret data on types A student is able to:
16 – 20/8/2010 Understanding of water pollutants which include: give examples of waterthe preservation of
industrial waste such as chemical and radioactive
pollutants,explain the effect of water
water quality. residues,domestic waste such as
pollution on living things,explain ways to control water
garbage and sewage,chemicals from the
pollution,explain ways to preserve water
agricultural activities such as fertilisers andpesticides,siltation caused by constructions and deforestation,accidental spillage from tankersConduct discussion on the effect of water pollution on living things.
and its quality.
Generate ideas on ways to control water pollution.Discuss ways to conserve and preserve water and its quality. Run a campaign on ‘Love Our Rivers’.
27
LEARNING AREA: 2. AIR PRESSURE
Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
W312.1 Carry out an activity to discuss the A student is able to :
23 – 27/8/2010 Understanding kinetic theory of gases.air pressure. explain the existence of air
Carry out an activity to show that pressure with reference to theair exerts pressure.Carry out activities to show the factors affecting air pressure, i.e. volume and temperature.
Kinetic Theory,explain the factors affecting air pressure.
28
Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
W322.2 Collect and interpret data on A student is able to: Caution:
30/8 – 3/9/2010 Applying the appliances that use the principle ofprinciple of air air pressure. explain with examples things Do not place tankpressure in that use the principle of air containing gasdaily life. Gather information and discuss the
application of air pressure inpressure,generate ideas to solve
under high pressure near heat.
31/8 is syringe, siphon, spraying pump problems using the principle ofIndependent Holiday
and drinking straw. air pressure,relate the safety measures
Discuss ways of using the taken when using gas underprinciple of air pressure to solve daily problems such as blockage in sinks and pouring condensed milk from a can.
high pressure.
School holiday(4/9 – 12/9/2010) Gather information on how a gas
tank containing gas under high pressure works.Discuss the safety precautions taken when using gas under high pressure.
29
THEME: FORCE AND MOTION LEARNING AREA: 1. DYNAMICS
Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
W331.1 Carry out activities to show A student is able to:
13 – 17/9/2010 Understanding pushing and pulling are forces.force. state that a force is a push or a
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).
pull,explain the effects of forces,explain the various types of forces.
W341.2 Discuss the unit of force and the A student is able to:
20 – 24/9/2010 Understanding principle of a spring balance.the measurement Carry out activity to measure the
state the unit of force,explain how a spring balance
of force. magnitude of force. works,measure the magnitude of force.
30
Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
W351.3 Discuss with examples to show A student is able to:
27/9 – 1/10/2010 Application of frictional force. the existence of frictional force.
Carry out activities to identify the direction of frictional force and measure the magnitude of the force.Carry out an experiment to show how different types of surfaces
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 and
affect the magnitude of frictional force.Gather information and discuss the advantages anddisadvantages of friction.
disadvantages of friction,explain ways to increase friction,explain ways to reduce friction,explain with examples theapplication of friction in daily life.
Ignore static frictional force.
Carry out activities on ways toincrease friction,reduce friction.Discuss the application of increasing and decreasing friction in our daily life.
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Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
W36
4 – 8/10/2010
1.4Application of work Discuss with examples to show work
is done when an object is moved by a force.Carry out activities to determine the work done by using:Work (J)= Force (N) X Distance (m)
A student is able to:explain with examples how work is done,state the unit of work,calculate the work done.
W37
11 – 15/10/2010
1.5Application of power. Carry out activities to determine
power by using:Power (W) = Work (J)
A student is able to:state the meaning of power,state the unit of power,calculate power on the workdone.Time (s)
1.6Analysing the importance of force in life.
Create an activity e.g. drawing a poster, sketching or acting to show how life would be without force.
A student is able to:describe how life will be if forcedoes not exist.
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LEARNING AREA: 2. SUPPPORT AND MOVEMENT
Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
W382.1 Gather information and discuss A student is able to: For invertebrates
18 – 22/10/2010 Understanding the various support systems in introducethe support systems in animals.
land and aquatic vertebrates,land and aquatic invertebrates.
explain the support system in vertebrates and the various support systems in
exoskeleton, endoskeleton, hydrostatic
Carry out discussions on the following:
invertebrates,compare and contrast the
skeleton
similarities and differences support system between landbetween support systems in land and aquatic vertebrates,similarities and differences
and aquatic vertebrates,compare and contrast the support system between land
between support systems in land and aquatic invertebrates.
and aquatic invertebrates.
2.2 Carry out field work to study A student is able to: Features that helpUnderstanding various support systems of plants. non-woody plantsthe support systems in Carry out activities to classify
explain the various support systems in woody and non-
include tendrils, thorns, air sacs in
plants. plants based on their support systems.
woody plants,classify plants based on their support systems.
aquatic plants.
33
Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
2.3 Appreciating the support system inliving things.
Discuss issues e.g.inability of whales to move back to sea after being washed ashore,a crippled person using crutches for support.
A student is able to:• justify the importance of thesupport system to living things.
34
THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY LEARNING AREA: 1. STABILITY
Week / Date LearningObjective
Suggested Learning Activities
Learning Outcomes Notes
W391.1 Carry out activities to find A student is able to:
25 – 29/10/2010 Understanding that the the point of equilibrium incentre of gravity regular and irregular determine the point ofaffects stability. shapes.
Carry out an experiment toequilibrium in regular and irregular shapes,relate the point of
find out how the centre of equilibrium as the centregravity affects the stability of an object by
of gravity of objects,relate the centre of gravity
manipulating theheight,base area.
to the stability of objects.
Discuss the relationship between the centre of gravity and stability.
35
Week / Date LearningObjective
Suggested Learning Activities
Learning Outcomes Notes
1.2 Carry out a brainstorming A student is able to:Appreciating the session on ways toimportance of stability. improve stability. suggest ways to improve
the stability of objectsCarry out activities like doing projects or playing
around them,explain with examples the
games to build models by application of stability inapplying the concept of stability.
life.
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LEARNING AREA: 2. SIMPLE MACHINE
Week / Date LearningObjective
Suggested Learning Activities
Learning Outcomes Notes
W402.1 Discuss how a small effort A student is able to: When we open the
1 – 5/11/2010 Analysing levers. can overcome a large load door or use a wrenchwith the use of a lever. list things around them to loosen a nut, we are
that use the principle of applying a force thatMake an observation on devices that use the principles of levers.
the lever,state what a lever can do,identify load, force and
causes a turning effect to accomplish the desired task. The
Identify the load, force and fulcrum, and then classify the systems into first, second and third class levers. Discuss how humans apply the principles of levers to help them overcome large load.
fulcrum in the lever,classify levers,explain what is meant bythe moment of a force,solve problems related tolevers.
turning effect is called the moment of aforce.
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 and the product of force and distance.
37
Week / Date LearningObjective
Suggested Learning Activities Learning Outcomes Notes
Solving problems related to levers using the following formulae:Load (N) X distance of the load from fulcrum (m) =Force (N) X distance of the force from the fulcrum(m)
2.2 Carry out a project to build A student is able to:Appreciating the a device using theinnovative efforts in the design of machine to simplify work.
principle of a lever. • design or improvise adevice that use theprinciple of a lever.
YEARLY PLAN2010
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