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:: Science Yearly Plan Form 3 ::

YEARLY PLAN

SCIENCE

(MINIMUM REQUIREMENT SYLLABUS)

FORM 3

PROVIDED BY

NORLIZA IBRAHIM

SMK MENJALARA BANDAR MENJALARA 52100 KEPONG, KUALA LUMPUR


WEEK / DATE LEARNING OBJECTIVES

LEARNING OUTCOMES ASSESSMENT EVIDENCES

SUGGESTED ACTIVITIES I-Think/Note

Week 1 (2 – 3 Jan)

1.1 Analysing human breathing mechanism

A student is able to: a) identify the structure of the human

respiratory system. b) identify the structure of the lung c) describe the process of inhalation and

exhalation d) describe the breathing mechanism.

B2D1E1

B2D1E1 -

B3D1E1

Observe models or computer software to identify the structure of the human respiratory system which consists of the nasal cavity, trachea, bronchus, lungs, ribs, diaphragm and the intercostal muscles.

Examine a model of a lung to identify the bronchus, bronchiole and alveolus. Discuss the breathing mechanism

Week 2 (6 -10 Jan)

1.2 Understanding the transport of oxygen in the human body

A student is able to:

a) describe the diffusion of oxygen from the

alveoli into the blood capillaries b) describe the transport of oxygen by blood c) describe the diffusion of oxygen from the

blood capillaries into the cells.

B3D2E1 -

View a video or computer software then gather and interpret data on the following: a) diffusion of oxygen from the alveoli into the blood capillaries and from the blood capillaries into the cells, b) transport of oxygen by the red blood cells in the form of oxyhaemogiobin.

1.3 Realising the importance of healthy respiratory system

A student is able to: a) list the substances which are harmful to the

respiratory system b) Explain the effects of pollutants on the

respiratory system c) list the diseases of the respiratory system d) Practice good habits to improve the

quality of air

B1D1E1 B4D1E1 B3D3E1

Collect and interpret data on the following: a) substances that are harmful to the respiratory system, i.e. nicotine and tar (from the smoke of cigarettes), sulphur dioxide (from factories), and carbon monoxide (from the smoke of vehicles) and haze, b) effects of harmful substances such as toxin and carcinogen on the respiratory system, c) diseases of the respiratory system.

THEME : MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA : CHAPTER 1 – RESPIRATION


LEARNING AREA : CHAPTER 2 – BLOOD CIRCULATION AND TRANSPORT

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SUGGESTED ACTIVITIES i-Think/Note

Week 3 (13-17 Jan)

2.1 Understanding the transport system in human

2.2 Analysing the

human blood.


a) describe the circulatory system as a system of tubes with a pump and valves that ensure one-way flow of blood,

b) state the functions of the heart, c) identify the structure of the human heart, d) compare and contrast the structure of

arteries, veins and capillaries, e) relate the characteristics of the blood

vessels to their functions, f) compare and contrast oxygenated and

deoxygenated blood, g) illustrate the path of blood flow in the

circulatory system, h) describe the role of the blood circulatory

system in the transport of substances, i) explain the importance of maintaining a

healthy heart.


a) state the constituents of blood and their functions,

b) state the blood groups, c) match the blood group of the donor to that

of the recipient, d) justify the importance of blood donation,

- B2D2E1 B4D2E1 B3D4E2 B2D2E1 B4D2E2 - B3D4E1 B6D3E1 (no need to carry out)

Observe and study models, computer software or videos on the structure of the heart and types of blood vessels (i.e. artery vein and capillary) in the blood circulatory system.

Discuss the following: a) functions of the heart, blood vessels b) characteristics of the and their functions. Discuss the role of the blood circulatory system in the transport of substances Discuss the following: a) the constituents of blood, i.e.plasma, red blood cells, white blood cells, platelets and their functions, b) the blood groups, i.e. A, B, AB and O, c) the compatibility between the blood group of the donor and that of the recipient, d) the importance of blood donation, e) the storage and handling of donated blood.

Universal donor and universal recipient should be included

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as

s

as

s


Week 4 (20 – 24 Jan)

2.3 Analysing the Transport system in plants.

A student is able to: a) describe how wilting occurs, b) describe the functions of stomata, c) describe what transpiration is, d) describe the roles of transpiration, e) identify the factors affecting the rate of

transpiration f) describe how the factors affect the rate

of transpiration, g) investigate the pathway of water in a cut

stem using a suitable stains, h) identify the locations of xylem and

phloem, i) describe the functions of xylem and

phloem

B4D3E1

B3D5E2

B5D1E1 B4D3E2

B2D3E1 B3D5E1

Observe a wilted plant and discuss how it occurred. Examine the epidermis of a leaf under a microscope to identify the stomata and discuss its functions.

Carry out experiments to study the factors affecting the rate of transpiration.

Carry out activities to study the following: a) transport of synthesised food substances via the phloem, b) transport of water from roots to the leaves via the xylem.

Examine cross-sections of root, stem and leaf to identify the location of xylem and phloem.

Discuss the roles of transpiration in the transport of water and minerals.

The transport of water and minerals in transpiration should be emphasized

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Week 5 (27 – 31 Jan)

3.1 Understanding human excretion

A student is able to: a) explain what excretion is b) identify the excretory organs in humans c) state the excretory products of each excretory organ d) explain the importance of excretion

B2D4E1

B1D2E1

B3D6E1

Discuss what excretion is. Examine computer excretory kidneys. models, charts or view software to identify kidney. Discuss the excretory products of each excretory organ, i.e. water, carbon dioxide, minerals, salt and urea. Discuss the importance of excretion

3.2 Analysing the urinary system in human

A student is able to: a) identify the locations of kidneys and other parts of the urinary system b) describe the shape of the kidney c) identify the structures of the kidney d) describe the functions of the kidney e) explain the importance of maintaining healthy kidneys

B2D5E1 B4D4E1

B3D6E2

Examine models, charts or view computer software of the urinary system to identify the locations of kidneys, ureters, urinary bladder and urethra.

Collect and interpret data on the functions of the kidney.

Discuss the following: a) the importance of the kidneys, b) living with kidney failure

The structure And the function of the nephron is not required. Describe briefly how a dialysis machine works

Week 6 (3-7 Feb)

*Chinese

New Year 29 Jan – 4 Fe

3.3 Analysing excretion in plant

A student is able to: a) describe the ways plants eliminate their

excretory products

b) identify the excretory products of plants

B3D6E3 B1D2E1


LEARNING AREA : CHAPTER 3 – EXCRETION

Thinking Maps

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Week 7 (10 – 14 Feb)

4.1 Understanding sexual and asexual Reproduction 4.2 Analysing the male reproductive system

A student is able to: a) state the importance of reproduction b) compare and contrast sexual and

asexual reproduction c) state the types of reproduction d) state what fertilisation is e) describe internal and external

fertilisation f) classify animals and plants according

to their ways of reproduction A student is able to: a) identify the parts of the male

reproductive system b) describe the functions of the different

parts of the male reproductive system c) state the role of sperm in

reproduction d) describe the changes in male during

puberty

B3D7E1 B1D3E1 B2D6E1 B3D7E3 B3D7E2

B1D3E2 B3D8E1

B3D8E2

Discuss the following; a) the importance and types of reproduction, b) the similarities and differences between sexual and asexual reproduction.

Using charts, diagrams, videos or computer software to study the following: a) fertilisation, b) internal and external fertilisation, c) the various ways of asexual reproduction, i.e. binary fission, budding, spore formation, vegetative reproduction and regeneration.

Identify the following parts of the male reproductive system with the help of charts, models, videos or computer software: a) the sexual organs, i.e. testes and penis, b) the other related parts, i.e. the scrotum, urethra, sperm ducts and prostate gland

Week 8 (17-21 Feb)

4.3 Analysing the female reproductive system

A student is able to: a) identify the parts of the female

reproductive system b) describe the functions of the

B1D3E2 B3D8E3

Identify the following parts of the female reproductive system with the help of diagrams, models,videos or computer software: a) the sexual organs, i.e. ovaries and


LEARNING AREA : CHAPTER 4 – REPRODUCTION

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different parts of the female reproductive system

c) state the role of an ovum in reproduction

d) describe the changes in female during puberty

e) compare and contrast male and female gametes in terms of size, numbers and mobility

B3D8E4 B3D8E5

uterus, b) the other related parts, i.e. the fallopian tube, vagina and cervix.

Discuss the following: a) the functions of the different parts of the female reproductive system, b) the role of an ovum in reproduction, c) the physical, physiological and emotional changes in female during puberty.

4.4 Analysing menstrual cycle

A student is able to: a) describe the meaning of menstruation b) describe the menstrual cycle c) describe the changes in the uterus

wall during menstrual cycle d) relate the fertile phase of the

menstrual cycle to fertilisation e) explain the importance of personal

hygiene during menstruation

B2D7E1 B3D9E1 B3D9E2 B3D9E3

Discuss the following: a) menstruation and the menstrual cycle, b) the changes in the uterus wall during menstrual cycle, c) the relationship between the fertile phase of the menstrual cycle and fertilisation, d) the importance of personal hygiene during menstruation

Week 9 (24-28 Feb)

4.5 Analysing fertilisation and pregnancy 4.6 Understanding the importance of pre-natal care

A student is able to: a) describe fertilization in human b) identify the location of implantation

of embryo c) describe the development of a zygote

into an embryo and subsequently into a fetus until birth

A student is able to: a) relate the importance of taking

nutritious food to the health of both mother and fetus during pregnancy

b) explain the importance of avoiding

B3D10E1 B6D4E1 (no need to carry

Discuss the following with the help • of diagrams, charts, models, videos or computer software: a) the location of implantation embryo, b) the development of a zygote into an embryo and subsequently into a foetus until birth Organize an exhibition or a multimedia presentation on the following: a) the importance of taking nutritious food during pregnancy, b) the effects of smoking and the

Thinking Maps

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the intake of substances that are harmful to the fetus

out) taking of certain substances such as drugs and alcohol on the embryo and foetus

Week 10 (3-7 Mac)

4.7 Evaluating the importance of research in human 4.8 Analysing the sexual reproductive system of flowering plants reproduction

A student is able to: a) state the meaning of sterility b) describe ways to overcome sterility c) describe the methods of birth control A student is able to: a) identify the different parts of a flower b) identify the male and female

reproductive parts of a flower c) identify the male and female gametes d) describe the functions of the male and

female reproductive parts of a flower in sexual reproduction

- B3D10E2 B4D5E1 B3D11E1 B3D11E2

Collect and interpret data on the following: a) the meaning of sterility, b) ways to overcome sterility, i.e. nutrition, hormone treatment, surgery and in vitro fertilisation (IVF), c) birth control, i.e. rhythm method, the use of condom, contraceptive pills, intrauterine contraceptive device (IUCD), spermicides, vasectomy and ligation. Examine flowers to identify the following parts: a) petal and sepal, b) the male part, i.e. the stamen which consists of the filament, anther and pollen grains, c) the female part, i.e. the pistil which consists of the stigma, style, ovary and ovules.

Discuss the functions of the following; a) flowers in reproduction, b) male reproductive parts of the flower

Week 11 (10-14 Mac)

4.9 Analysing pollination

A student is able to: a) describe what pollination is b) relate the characteristics of flowers to

their agents of pollination c) state the types of pollination,

compare and contrast self-pollination and cross-pollination

d) explain the advantages of cross-

B2D8E1 B5D2E1 (no need to carry put) B1D4E1 B3D12E1

Discuss the following with the help of models, charts, videos or computer software: a) pollination, b) types of pollination, c) similarities and differences of pollination and crosspollination, d) advantages of crosspollination, e) uses of cross-pollination agriculture.

Thinking Maps

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4.10 Understanding the development of fruits and seeds in plants

pollination e) explain with examples the uses of

cross-pollination in agriculture A student is able to: a) identify the location where

fertilisation occurs in flower b) describe fertilisation in plants c) describe the formation of fruits and

seeds

B3D12E2 B4D5E2 B3D13E1 B3D13E1

Collect and interpret data on the following: a) functions of the different parts of a seed, i.e. the embryo (radicle, plumule and cotyledons) and testa, protected by the pericarp (fruit wall), b) physical changes of seedlings in terms of the development of radicle, plumule and cotyledon.

Week 12 (17 – 21 Mac)

4.11 Synthesising the concept of germination of Seeds 4.12 Application of vegetative reproduction in flowering plants

A student is able to: a) identify the structure of a seed b) explain the functions of the different

parts of a seed c) describe the physical changes of

seedlings during germination A student is able to: a) explain with examples the meaning of

vegetative reproduction b) state the parts of the plants that can

reproduce vegetatively c) classify flowering plants according to

the parts that can reproduce vegetativelydescribe the application of research carried out on vegetative reproduction in agriculture

B4D5E3 - - B3D14E1

Collect and interpret data on the following: a) functions of the different parts of a seed, i.e. the embryo (radicle, plumule and cotyledons) and testa, protected by the pericarp (fruit wall), b) physical changes of seedlings in terms of the development of radicle, plumule and cotyledon. Carry out a study of the vegetative reproduction of various plants in a nursery to identify the types of vegetative reproduction.

Discuss what vegetative reproduction is. Discuss the application of research carried out in vegetative reproduction in agriculture.

Thinking Maps

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Week 13 (24 – 28 Mac)

MID TERM BREAK




Week 14 (31 Mac – 4

April)

5.1 Analysing the pattern of human

A student is able to: a) describe what growth is b) identify the characteristics used to

measure growth rate c) analyse the growth curve for male and

female d) compare and contrast between the

growth rate in male and female e) describe the effects of nutrition on the

growth in children

B2D9E1 B3D15E1 B4D5E1 - B3D15E2

Discuss the following:

a) characteristics used to measure growth rate such as height and weight, b) meaning of growth, c) growth pattern in male and female, d) effects of nutrition on the development of physical and mental well-being of children.


LEARNING AREA : CHAPTER 5 – GROWTH

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Week 15 (7-11 April)

6.1 Analysing the various minerals found in the earth’s crust. 6.2 Understanding the reactions between metals and non-metals

A student is able to: a) describe what a mineral is b) explain through examples that minerals

exist in the form of natural elements or natural compounds

c) identify the elements in natural compounds

d) describe the properties of minerals e) write equations in words to show the

effect of heat on the minerals

A student is able to: a) state examples of metals and non-metals b) describe the reactions between metals

and non-metals c) write equations in words for the reaction

between metals and non-metals d) state that metals react with non-metal at

different rate

B2D10E1 B3D16E1 - B4D7E1 - B4D8E1

Discuss what a mineral is.

Collect and interpret data on the various types of minerals that exist in the Earth's crust: a) natural elements, i.e. gold and silver, b) natural compounds, i.e. oxides, carbonates, sulphides and silicates. Discuss and identify the elements in a few natural compounds. Brainstorm and discuss the following: a) examples of metals, b) examples of non-metals.

Carry out activities to study reactions of some metals, magnesium, aluminium, zinc and with the following non-metals: a) oxygen, b) sulphur.


6.3 Understanding silicon compounds

A student is able to: a) state the different forms of silicon

compounds b) state examples of silica c) state examples of silicate d) relate the properties of silicon compound

to their stability

B1D5E1 - - B4D9E1

Collect and interpret data on silicon compounds that exist in the form of silica and silicate

THEME : MATTER

LEARNING AREA : CHAPTER 1 – LAND AND ITS RESOURCES

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WEEK / DATE

LEARNING OBJECTIVES LEARNING OUTCOMES ASSESSMENT EVIDENCES

SUGGESTED ACTIVITIES NOTES

6.4 Analysing calcium Compounds

e) explain through examples the uses of silicon compounds in our daily life

A student is able to: a) state the elements in calcium carbonate b) identify the various forms of calcium

carbonate c) describe the properties of calcium carbonate d) write equations in words for the reactions of

calcium carbonate e) describe the formation of calcium oxide and

calcium hydroxide f) relate the properties of calcium compounds

to their uses

B3D17E1 B1D6E1 - B5D5E1 (no need to carry out) - B3D17E2

Carry out activities to study the following: a) the properties of calcium carbonate in terms of its reaction with acid, solubility in water and the effects of heat, b) the formation of calcium oxide (quicklime) and calcium hydroxide (slaked lime).


6.5 Analysing natural fuel resources and their importance

A student is able to: a) list the natural fuel resources b) explain the formation of natural fuel

resources c) describe the fractional distillation of

petroleum

B1D7E1 B3D18E1 B4D10E1

Discuss the following: a) characteristics and 'uses of the various fractions of petroleum, b) contributions of petroleum and natural gas industry to the economic development of our country, c) efficient ways of using petroleum and other natural fuel resources.

Thinking Maps

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Week 18 (28 Apr-2 Mei)

7.1 Understanding Electrostatics 7.2 Understanding electricity

A student is able to: a) describe what electrostatics is b) state the types of static electrical charges c) state the properties of static electrical

charges d) describe how static electrical charges can be

produced in some materials e) describe ways to detect static electrical

charges f) explain everyday phenomena caused by

static electrical charges g) state the safety measures to be taken when

dealing with static electricity A student is able to: a) give examples of sources of electrical energy

used in everyday life b) state what electricity is c) state what voltage is d) state what resistance is e) describe the directions of current and

electron flow in an electric circuit

B2D11E1 B3D19E1 B4D11E1 - - B3D19E2 B4D12E1 B2D12E1 B3D20E1

Discuss the following: a) what electrostatics is, b) types of static electrical charges, c) properties of static electrical charges, d) examples of material that are easily charged, i.e. acetate and polythene, e) everyday phenomena related to static electrical charges, e.g. lightning, f) safety measures to be taken when dealing with electrical charges, e.g. the use of lightning conductor Discuss the following: a) electricity, b) current, c) voltage, d) resistance, e) directions of current and electron flow in an electric circuit

Week 19 (5-9 May)

7.3 Applying the understanding of measuring electricity

A student is able to: a) identify the instrument for measuring

current b) identify the instrument for measuring

voltage c) state the unit for current

B1D8E1 B4D12E2

Design and carry out an experiment to study the following:

a) effects of the change in resistance on current, b) effects of the change in voltage

THEME : ENERGY IN LIFE

LEARNING AREA : CHAPTER 1 – ELECTRICITY

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d) state the unit for voltage e) state the unit for resistance f) measure current in an electric circuit g) measure voltage in an electric circuit

B4D12E2

on current,

Discuss the following: a) relationship between voltage, current and resistance, b) Ohm's Law

Week 20-21 (12 – 23 May)

MID-TERM PBS EVALUATION

Week 22 (26-30 May) * Mid-term

school break 28 May – 13 June

7.5 Synthesising the concept of parallel and series circuit

A student is able to: a) identify the components of an electric

circuit and their symbols b) draw a diagram of a complete circuit c) build a complete electric circuit d) build a series circuit e) build a parallel circuit f) compare and contrast the arrangement of

components in a series circuit and a parallel circuit

B2D13E1 B3D21E1

Week 23-24 (2- 13 Jun)

MID-TERM SCHOOL BREAK

Week 25 (16-20 Jun)

7.6 Analysing current, voltage and resistance in a series circuit 7.7 Analysing

A student is able to: a) describe the current flowing through the

components in a series circuit b) describe the voltages across the components

in a series circuit c) describe the resistance in a series circuit d) explain the advantage and the disadvantage

of a series circuit A student is able to:

- - - B3D21E2

Carry out activities to study current, voltage and resistance in a series circuit.

Discuss the advantage anc disadvantage of a series circuit

Carry out activities to study

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current, voltage and resistance in a parallel circuit

a) describe the current flowing through the components in a parallel circuit

b) describe the voltage across the components in a parallel circuit

c) describe the resistance in a parallel circuit d) explain the advantage and the disadvantage

of a parallel circuit e) compare and contrast a series circuit and a

parallel circuit in terms of current, voltage and resistance

- - B3D21E3 B3D21E4

the current, voltage and resistance in a parallel circuit.

Discuss the following: a) advantage and disadvantage of a parallel circuit, b) similarities and differences between series and parallel circuits in terms of current, voltage and resistance.

Week 26 (23-27 Jun)

7.8 Understanding magnetic 7.9 Understanding electro-magnetism

A student is able to: a) describe what a magnetic field is b) draw the magnetic field of a bar magnet c) draw the directions of the magnetic field d) relate magnetic field lines and strength of

magnetic field e) explain the use of a magnetic in a compass

A student is able to: a) relate the current flow through a conductor

with magnetism b) describe what an electromagnet is

B3D22E1 B4D13E1 B4D13E2 B2D14E1

Carry out the following activities: a) use iron fillings to study the magnetic field of a bar magnet, b) use compass to plot the directions of the magnetic field.

Discuss the following: a) magnetic field, b) relationship between magnetic field lines and strength of magnetic field.

Thinking Maps

Thinking Maps


WEEK / DATE LEARNING OBJECTIVES LEARNING OUTCOMES ASSESSMENT EVIDENCES


Week 27 (30 Jun – 4 July)

8.1 Understanding the generation of electrical energy 8.2 Understanding transformer

A student is able to: a) list the various types of generators b) describe the generation of electrical

energy in various types of power stations c) compare and contrast the generation of

electrical energy in various types of power stations

d) give examples of alternative sources of energy

A student is able to: a) identify the different parts of a

transformer b) describe how a transformer works c) compare and contrast a step-up

transformer and a step-down transformer

d) describe the roles of transformer in the transmission and distribution of electricity

B1D9E1 - B3D23E1 - B2D15E1 - - B3D23E2

Discuss the similarities and differences in the generation of electrical energy in various types of power stations. Collect and interpret data on the working principle of a step-up transformer and a step-down transformer.

Discuss step-up and step-down transformers in terms of: a) similarities and differences, b) their uses in the transmission and distribution of electricity.

Week 28 (7- 11 July)

8.3 Analysing the electricity transmission and distribution system.

A student is able to: a) arrange in order the components in the

electricity transmission and distribution system

b) describe the functions of the components in the electricity transmission and distribution system

- -

Observe a model or a chart and discuss the electrical transmission and distribution system which includes the National Grid Network, transformer stations, switch zone, main

THEME : ENERGY IN LIFE

LEARNING AREA : CHAPTER 2 – GENERATION OF ELECTRICITY

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8.4 Understanding the electrical supply and wiring system at home 8.5 Analysing the cost of electrical energy usage

c) describe how electricity is transmitted and distributed from power stations to consumers

A student is able to: a) state the value of the main voltage b) state the types of current c) identify the type of electric current

supplied to homes d) state the types of electrical wiring e) identify the parts in an electrical wiring

system f) describe the functions of the parts of an

electrical wiring system g) describe the wiring in a 3-pin plug A student is able to: a) state the power and voltage rating of

home electrical appliances b) calculate the amount of current flowing

through an electrical appliance c) recall the relationship between electrical

energy usage, power and time d) solve problem by calculating the cost of

electricity used

B3D23E3 - - - - - B3D24E1 - - - B3D25E1

sub-station and its branches. including fuse box, mains switch, circuit breaker, live wire, neutral wire, earth wire and electric meter, b) international colour code.

Carry out an activity to: a) study the structure and design of a 3-pin plug, b) complete the wiring of a 3-pin plug. Examine various home appliances to collect and interpret data on the power, voltage an current ratings. Calculate the amount of current folowing through home electrical appliances. Discuss the relationship between electrical energy usage, power and time. Carry out a home electrical energy usage audit to determine the cost of electrical energy use per month.

Thinking Maps

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Week 29 (14-18 July) * Nuzul Al-

Quran (15 July)

8.6 Understanding the functions of fuse and earth wire

A student is able to: a) identify the types of fuses b) state the ratings of fuses c) describe the function of fuse in electrical

wiring system d) determine the suitable rating of a fuse for

an electrical appliance e) describe the role of earth wire in

electrical wiring system

- B4D14E2 B4D14E1 -

Discuss the following: a) types of fuses, b) ratings of fuses, c) function of fuse in electrical wiring system, d) the role of earth wire in electrical wiring system

8.7 Evaluating the importance of safety precautions in the use of electricity 8.8 Evaluating the importance of conserving electricity

A student is able to: a) state the safety measures to be taken

when using electricity b) describe the steps to be taken when

accidents involving electricity occur c) justify the need for having safety

precautions and safety features at home to prevent electrical accidents

A student is able to: a) identify the activities that cause

electricity wastage b) describe ways to conserve electricity c) justify the needs for conserving electricity d) predict problems our country would face

if there was a shortage of electricity

B6D8E1 (no need to carry out) - - - - - -

Collect and interpret data on the following: a) causes of electrical accidents, b) steps to be taken if electrical accidents occur, c) safety features at home to prevent electrical accidents. Discuss the need to take safety precautions when using electricity. Collect and interpret data about activities that cause electricity wastage. Discuss the ways to conserve electricity

Thinking Maps

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Week 30 (21 – 25 July)

9.1 Analysing the Sun 9.2 Understanding the stars and the galaxies in the Universe

A student is able to: a) describe the characteristics of the Sun b) identify the structures of the Sun c) identify the phenomena occurring on the

surface of the Sun d) explain the effects of the phenomena on

the surface of the Sun on the Earth e) state how energy is generated by the Sun A student is able to: a) define what a star is b) identify the Sun as a star c) identify the bright stars in the sky d) compare and contrast the stars based on

certain characteristics e) describe the formation of stars f) describe the death of stars g) state the types of galaxies h) describe the Milky Way i) describe the Universe

- B2D16E1 B1D10E1 B3D26E1 B2D17E1 B3D26E2

B3D26E2 B1D11E1 B3D26E3

Collect and interpret data on the following:

a) characteristics of the Sun, i.e. size, mass, density relative to the Earth and surface temperature, b) structures of the Sun, i.e. the corona,chromosphere nd photosphere, c) phenomena occurring at the surface of the Sun, i.e. prominences, flares and sunspots, d) effects of the phenomena on the surface of the Sun on the Earth, e) generation of energy by the Sun. Discuss the following: a) the definition of star, b) the Sun as a star. View computer software or videos to gather information about the topics in this learning area Write a poem or haiku about the uniqueness, orderliness,

Thinking Maps

Thinking Maps

THEME : ASTRONOMY AND SPACE EXPLATION

LEARNING AREA : CHAPTER 1 – STARS AND GALAXIES


9.3 Thankful for the existence of the Universe as a gift from God

j) state the position of the Solar System in the Universe

A student is able to: a) appreciate the uniqueness, orderliness,

beauty and harmony in the Universe as a sign of the glory God

b) describe the expanse of the Universe compared to Earth

c) state that all the exists in the Universe is not permanent

d) explain the importance of the Sun and the Moon to life on earth

B6D9E1 (no need to carry out) B3D27E1 B3D27E1 -

beauty and harmony of the Universe as a sign of the glory of God. Discuss the following: a) the expanse of the Universe,

Week 31 (28 Julai – 1 Ogos)

HARI RAYA AIDILFITRI




Week 32 (4-8 Ogos)

10.1 Understanding developments in the field of astronomy and space exploration

A student is able to : a) describe the developments in the field of

astronomy b) describe the developments in space

exploration c) explain with examples the applications of

technology related to space exploration

B3D28E1 B3D28E2

Surf the Internet, visit the Planetarium or the National Science Centre to collect and interpret data on the following: a) developments in the field of astronomy, b) applications of technology related to space exploration and astronomy,

THEME : ASTRONOMY AND SPACE EXPLATION

LEARNING AREA : CHAPTER 2 – SPACE EXPLATION

Thinking Maps

Thinking Maps


and astronomy d) justify the need to continue space

exploration

B3D28E3

e.g. remote sensing, c) developments in space exploration, e.g. launching of rockets, satellites, probes as well as man’s landing on the Moon.

Week 33 11 – 15 Ogos REVISION

Week 34-35 18 - 29 Ogos PBS PMR EVALUATION (TRIAL)

Week 36 1 – 5 Sept REVISION

Week 37 8 – 12 Sept MID-TERM BREAK 2

Week 38 – 40 15 – 3 Oct REVISION

Week 41 7 – 10 Okt PBS PMR EVALUATION

Week 42-47 13 -21 Nov ACTIVITIES AFTER PBS PMR

Week 48 24 – 28 Nov YEAR-END SCHOOL BREAK

Download - YEARLY PLAN SCIENCE (MINIMUM REQUIREMENT SYLLABUS… · smk menjalara yearly plan science (minimum requirement syllabus) form 3 provided by norliza ibrahim bandar menjalara 52100

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