science f2 scheme of works 2012

8/2/2019 Science F2 Scheme of Works 2012

1/18

YEARLY LESSON PLAN OF SCIENCE FORM 2 2012

THEME 1: MANAGEMENT AND CONTINUITY OF LIFE

Learning Area: 1.0 The World Through Our Senses.

WEEKLEARNING

OBJECTIVES

SUGGESTERED LEARNING

ACTIVITIESLEARNING OUTCOMES

SCIENCE SKILLSSCIENTIFIC ATTITUDES AND

NOBLE VALUES

NO OF

PERIOD

S

REMARKSSPS CCTS

1(4/1 6/1)

1.1Understanding

the sensoryorgans and their

functions.

Carry out activities to makeconnection between the fivesenses, the sensory organs and thestimuli.

Discuss what happens in our bodyafter a stimulus is detected.

The students are able to;

ObservingCommunicating

RelatingMakingconclusionsMaking inferences

Attributing

Being thankful to GodBeing responsible about thesafety of one self, others and theenvironment

Being cooperative

2

Identify and relate a sensory

organ to its stimulus,State the pathway from stimulusto response:

Stimulus Sensory organs

Nerves Brain Nerves Response

1.2

Understandingthe sense of

touch.

Carry out activities to study the

following:


Observing

CommunicatingInterpreting data

Analysing

AttributingGenerating ideasEvaluating

Makingconclusions

Being thankful to God

Thinking rationallyBeing honest and accurate inrecording and validating data

Being responsible about thesafety of one self, others and the

environmentBeing cooperative

3

Identify the structure of the

human skin involved in stimulidetection,

State the function of differentreceptors pressure, heat, pain,Draw conclusion on the

sensitivity of the skin atdifferent parts of the body

towards stimuli.

Structure of the human skininvolved in stimuli detection,

Sensitivity of the skin atdifferent parts of the bodytowards stimuli.

Discuss the sensitivity of the skinin connection to the following

situations:

Receiving an injection,Using Braille.

2(9/1 13/1)

1.3Understanding

the sense of

smell.

Discuss the structure of the noseand the position of the sensorycells using models, charts,

computer software and otherteaching aids.

The students are able to; Observing

AnalysingAttributingRelating

Makingconclusions

Being thankful to GodThinking rationally

2

Identify the structure of thenose,

Identify the position of thesensory cells in the detection ofsmell.

1.4Understanding

the sense of

taste.

Carry out activities to detect thedifferent areas of the tongue thatrespond to different tastes.

Carry out activities to find how

taste is related to smell.


ObservingCommunicatingDefining

operationallyInterpreting data

Predicting

Generating ideasAnalysingRelating

Making inferencesPredicting

Makingconclusions

Being honest and accurate inrecording and validating dataBeing responsible about the

safety of one self, others and theenvironment

Being cooperativeBeing systematic

3

Identify the different areas ofthe tongue that respond to

different taste,Relate the sense of taste with thesense of smell.

3

(16/1 20/1)

1.5Understanding

the sense of

hearing.

Observe and identify the structureof the human ear.

Discuss the function of each partof the ear.

Discuss the hearing mechanism.


ObservingCommunicatingInterpreting data

AttributingSequencingMaking

conclusions

Being diligent and perseveringBeing thankful to GodDaring to try

2

Identify the structure of thehuman ear,

Explain the function of thedifferent parts of the ear,Describe how we hear.

1.6

Understandingthe sense ofsight.

Examine the cows eye or model

of a human eye.


Observing

CommunicatingMaking inferences

Making

conclusions

Being systematic

Being confident andindependent

3

Identify the structure of thehuman eye,


2/18

WEEKLEARNING

OBJECTIVES



SCIENCE SKILLS SCIENTIFIC ATTITUDES

AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Collect information on structureand function of each part of the

eye.

Discuss how we see.

Explain the functions ofdifferent parts of the eye,

Describe how we see.

423/1 27/1 CHINESE NEW YEAR HOLIDAY

5(30/1 3/2)

1.7

Understandinglight and sight.

Carry out activities to study: The students are able to;

Observing


Making inferences

Makinghypotheses

AttributingPredictingGenerating ideas

AnalysingMaking

conclusions

Being systematic

Daring to tryBeing fair and just

Being honest and accurate inrecording and validatingdata

Being cooperativeHaving critical and

analytical thinkingAppreciating thecontribution of science and

technologyThankful to God

5

Reflection of light,Refraction of light betweentwo mediums of different

density.

Describe the properties of lighti.e. reflection and refraction,State the various defects of

vision,Explain ways to correct vision

defects,State and give examples of thelimitations of sight,

Connect stereoscopic andmonocular visions with the

survival of animals,Identify the appropriate device

to overcome the limitations ofsight.

Collect information about the

types of defects of vision and thecontribution/use of technology to

rectify them.

Carry out activities to show what

short sightedness and long

sightedness are and how to correctthem.

Discuss what astigmatism is and

the way to correct it.

Carry out activities to investigatethe following:

Optical illusion,

Blind-spot.

Discuss the connection between

stereoscopic vision and monocularvision with the survival ofanimals.

Gather information about the

device to overcome the limitationof sight.

6

(6/2 10/2)

1.8

Understandingsound andhearing.

Carry out activities to investigate: The students are able to;

Observing

CommunicatingMaking inferencesInterpreting data

PredictingExperimenting

Making inferences

RelatingAttributingComparing and

contrastingEvaluating

Makingconclusions

Being diligent and

perseveringBeing systematicBeing objective

Being cooperativeBeing fair and just

3

The production of sound,The need of medium for soundto travel,

The reflection and absorptionof sound.

Describe the properties ofsound,Explain the reflection and

absorption of sound,Explain the defects of hearing,Explain ways of rectifying the

defects in hearing,State the limitations of hearing,

State the device used toovercome the limitations of

hearing,

Collect information about

The defects of hearing,Ways to rectify the defects of

hearing.

ami/scheme of work f2/2012 2


3/18

Discuss the limitations of hearing

and ways of improving it.

Explain stereophonic hearing.

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Carry out activities to investigate

the need for stereophonic hearingin determining the direction of

sound.

7(13/2 17/2)

1.9Understanding

the stimuli andresponses inplants.

Carry out experiments toinvestigate and identify:


Makinghypotheses

ControllingvariablesObserving

CommunicatingExperimenting

ObservingAnalysing

EvaluatingAttributingMaking

hypothesesRelating

Makingconclusions

Having an interest andcuriosity towards the

environmentRealising that science is ameans to understand nature

Appreciating the balance ofnature

Being systematic

2

State the stimuli that cause

response in plants,Identify the parts of plantssensitive to specific stimulus,

Relate the response in plants totheir survival.

Stimuli detected by plants,The parts of the plantssensitive to specific stimulus.

Discuss in what ways the responseof plants towards stimuli are

important for their survival.

Learning Area: 2.0 Nutrition

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

8(20/2 24/2)

2.1Analysing the

classes of food.

Discuss the classes of foodi.e. carbohydrate, protein, fats,

vitamins, minerals, fibre andwater and state their f unctions.

Carry out activities to test forstarch (iodine solution), glucose

(Benedict solution), protein(Millons reagent) and fats(alcohol-emulsion test).



Interpreting data

AttributingClassifying

Comparing andcontrastingAnalysing

RelatingPredicting

Making decisionMakinggeneralisation

Appreciating and practisingclean healthy living

Appreciating the balance ofnatureBeing objective

2

Explain through examples the

classes of food,State the function of each classof food,

Test for starch, glucose, proteinand fats.

2.2Evaluating the

importance of abalanced diet.

Discuss: The students are able to;


Making inferencesInterpreting data

Classifying

AttributingMaking inferences

Makingconclusions

Analysing

Being diligent andpersevering

Being responsible about thesafety of oneself, others and

the environmentHaving critical andanalytical thinking

Being flexible and open-minded

3

What a balanced diet is,

The factors that determine apersons balanced diet:age, size, sex, job, climate,

state of health.

State what a balanced diet is,

State the factors that must beconsidered when planning a

balanced diet,

Explain how the factors affect a

balanced diet,State the quantity of energy ineach gram of carbohydrate,

protein and fats,

Collect food wrappers that showcalorific value of food and make a

list to show the calorific value foreach type of food.

Discuss to estimate the calories offood taken in a meal.

Plan a balanced diet for a day.

(breakfast, lunch and dinner)

PROGRESSIVE TEST I (27/3 2/3) WEEK 9



4/18

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

10(5/3 9/3)

2.3

Understandingthe digestive

system in man.

Discuss that digestion is the

breakdown of large foodmolecules into smaller soluble

molecules that can be readilyabsorbed by the body.

Identify parts of the digestivesystem and the flow of food

particles in the alimentary canalusing model/chart/CD ROM.

Discuss the functions of thevarious organs in the digestive

system and the enzymes found.

Carry out activities to show the

action of the enzyme in the salivaon starch.


Observing

CommunicatingDefining

operationallyInterpreting dataMaking

hypothesesControlling

variablesExperimentingMaking inferences

Relating

AttributingMaking

conclusionsMakinghypotheses

Making inferences

Being diligent and

perseveringBeing responsible about the

safety of oneself, others andthe environmentHaving critical and

analytical thinkingBeing flexible and open-

minded

5

Explain what digestion is,Identify the parts of the

digestive system,Describe the flow of food

particles in the alimentary canal,

State the functions of the organsin the digestive system,Describe the process of

digestionin the alimentary canal,

List the end products ofdigestion of carbohydrate,

protein and fats.

CUTI PERTENGAHAN PENGGAL I (12/3 16/3) WEEK 11

12

(19/3 23/3)

2.4

Understandingthe process of

absorption ofdigested food.

Discuss the process of absorption

of the products of digestion in thesmall intestine.

Carry out an experiment to showthe absorption of glucose through

a Visking tube.


Making

hypothesesExperimenting

ControllingvariablesCommunicating

Interpreting data

Making

hypothesesRelating

Making inferencesMaking analogiesMaking

conclusions

Being diligent and


safety of oneself, others andthe environmentHaving critical and

analytical thinkingBeing flexible and open-minded

Daring to try

2

Explain the process ofabsorption of the products ofdigestion,

Make inference about theabsorption of glucose through a

Visking tube.

2.5Understanding

the reabsorptionof water and

defecation.

Discuss the reabsorption of waterby the large intestine and the

process of defecation.

Discuss the importance of goodeating habits to avoidconstipation.


Makinghypotheses


RelatingAnalysing

PrioritisingEvaluating

Making decision

Realising that science is ameans to understand nature

Appreciating and practisingclean and healthy living

Having critical andanalytical thinkingBeing flexible and open-

minded

3

State how water is reabsorbed

in the large intestine,Explain defecation,Relate the problem of defecation

with eating habits.

13

(26/3 30/3)

2.6Put into practice

the habits ofhealthy eating.

Plan and carry out a healthyeating habit.

Discuss the following topics :


Makinghypotheses


Comparing andcontrasting

AnalysingMaking decision

PrioritisingGenerating ideasVisualising

Conceptualising


Appreciating and practisingclean and healthy living

Having critical andanalytical thinkingBeing flexible and open-

mindedBeing kind-heated and

caringThinking rationally

2

Justify the importance of eating

nutritious food,Put in practice good eatinghabits,

Justify the generous distributionof food to the underprivileged /

needy,Relate the dining culture ofdifferent people conforming to

sensitivities and religiousbeliefs.

Practicing good eating habitsi.e. eating nutritious food and

eating in moderation,The generous distribution of

food to the underprivileged /needy,Cultural practices in dining

conforming to sensitivitiesand religious beliefs.



5/18

THEME 3: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 3.0 Biodiversity

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

13(26/3 30/3)

3.1

Understandingvariety of livingorganisms and

theirclassification.

Discuss the diversity in the

general characteristics of livingorganisms.

Collect and classify various plantsand animals into a system based

on common characteristics.


Observing

ClassifyingCommunicatingDefining

operationally

Grouping and

classifyingEvaluatingRelating

Makingconclusions

Having an interest and

curiosity towards theenvironmentAppreciating the balance of

natureHaving critical and


Being systematicThinking rationally

3

Explain the diversity of living

organisms in a habitat,Classify various animals based

on common characteristics,Classify various plants basedon common characteristics,

Explain the importance ofbiodiversity to the environment.

Animal: Invertebrate,vertebrate, mammal, fish,

bird, amphibian, reptile.Plant: Flowering plant,nonflowering plant,

monocotyledon,dicotyledonous.Build a concept map on living

organisms based on theclassification above.

Discuss the importance ofmaintaining the biological

diversity as one of the countrysnatural heritage.

THEME 3: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 4.0 Interdependence among Living Organisms and the Environment

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

14(2/4 6/4)

4.1

Analysing theinterdependence

among livingorganisms.

Carry out a field work to study

species, habitat, population,community in an ecosystem.

Carry out a discussion on

interdependence among livingorganisms and the environment tocreate a balanced ecosystem.


Observing


Attributing

AnalysingMakingconclusions


curiosity towards theenvironmentRealising that science is ameans to understand nature

Appreciating the balance ofnatureBeing systematic



Thinking rationally

3

State what species, populationand community are,

State what habitat andecosystem are,

Identify various habitats in oneecosystem,Explain through examples the

interdependence among livingorganisms and the environmentto create a balanced ecosystem.



6/18

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

15(9/4 13/4)

4.2

Evaluating theinteraction

between livingorganisms.

Collect and interpret data on the

types of interactions betweenliving organisms as follows:


Observing


Attributing

AnalysingMaking

conclusions


curiosity towards theenvironment

Realising that science is ameans to understand natureAppreciating the balance of

nature

Being systematicBeing responsible about thesafety of oneself, others andthe environment

Having critical andanalytical thinking

Thinking rationally

2

List the types of interactionsbetween living organisms,Explain with examples the

interactions between livingorganisms,

Justify the importance of

interaction between livingorganisms and the environment,

Explain through examples theadvantages and disadvantages of

biological control in regulatingthe number of pest in certainareas.

Prey-predator,

Symbiosis: commensalisms,mutualism and parasitisme.g. remora and shark,

algae and fungi, tape wormand man,

Competition.

Conduct an activity to show the

importance of the interactionbetween organisms and theenvironment.

Discuss the advantages of

biological control in regulatingthe numbers of pests in certainareas.

16(16/4 20/4)

4.3Synthesising

food web.

Collect and interpret data on theproducer, consumer, decomposer

and pyramid number.

Construct a food web from a few

food chains and identify theproducer, consumer anddecomposer.

Discuss the energy flow in the

food web constructed.

Conduct a game to show the

effects of an increase or decreasein the number of organisms in a

pyramid number. Discuss the

consequences if a component of

living organisms in an ecosystemis missing.



Interpreting data

AttributingAnalysing

Makingconclusions


environmentRealising that science is ameans to understand nature




Thinking rationally

5

Explain what producers,

consumers and decomposersare,Combine a few food chains toconstruct a food web,

Identify the producer, consumerand decomposer in a food web,

Construct a pyramid numberfrom a food chain,Relate the food web and the

pyramid number to energy flow,Predict the consequences if a

certain component of livingorganisms in the ecosystem aremissing.

17(23/4 27/4)

4.4Analysing

photosynthesis.

Carry out discussion on whatphotosynthesis is.

Carry out experiments todetermine the factors needed for

photosynthesis i.e. carbondioxide, water, light and

chlorophyll.

Discuss the importance of

photosynthesis in maintaining abalanced ecosystem.


ObservingMaking inferences

Interpreting dataCommunicating

RelatingPredicting

Problem solving

Having interest and curiositytowards the environment

Realising that science is ameans to understand natureBeing diligent and

perseveringHaving critical and

analytical thinkingAppreciating thecontribution of science and

technologyBeing systematic

5

State what photosynthesis is,State the factors required for

photosynthesis,State the products of

photosynthesis,Control the variables that arerequired for photosynthesis,

Explain the role ofphotosynthesis in maintaining a

balanced ecosystem.



7/18

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Discuss the carbon and oxygen

cycles.

Daring to try

Thinking rationally

18 - 19

(30/4 11/5)

FIRST TERM EXAMINATION

20(14/5 18/5)

4.5

Evaluating theimportance of

conservation andpreservation ofliving organisms.

Collect and interpret data on the

conservation and preservation ofliving organisms.

Carry out a field work in a naturalforest reserve (wetlands, highland

forest or tropical rain forest) or ananimal sanctuary to study the

conservation and preservation ofliving organisms.

Carry out a discussion on how theimprovement in science and

technology helps in theconservation and preservation ofliving organisms.

Run a campaign to stress on theimportance of conservation and

preservation / Carry out a roleplay involving the parties

concerned in solving problemsrelated to the conservation and

preservation of living organisms.


Observing

Makinghypotheses

Interpreting dataCommunicatingComparing and

contrastingExperimenting

ControllingvariablesMaking

conclusions

Comparing and

contrastingAttributing

AnalysingRelatingMaking inferences

Generating ideasMaking

conclusions

Having interest and curiosity

towards the environmentBeing diligent and

perseveringBeing responsible about thesafety of oneself, others and

environmentRealising that science is a

means to understand natureBeing systematicBeing confident and

independentThinking rationally

5

Explain what conservation andpreservation are,Explain the steps taken to

preserve and conserve livingorganisms,

Justify the importance ofconservation and preservation ofliving organisms,

Support activities organised byvarious parties to preserve and

conserve the living organisms.

21

(21/5 25/5)

4.6Evaluating therole of man in

maintaining thebalance in

nature.

Carry out a brainstorming sessionto discuss the environmentalissues affecting the balance in

nature and how to solve it.

Carry out a discussion to justifythat man needs stable and

productive ecosystem to ascertaina harmonious life.


ControllingvariablesExperimenting


Interpreting data

MakinghypothesesMaking inferences

SequencingRelating

Makingconclusions

Being diligent andperseveringBeing responsible about the

safety of oneself, others andenvironment


Being systematicBeing confident andindependent

Thinking rationally

3

Explain the effects of humanactivities on the balance in

nature,Describe how man solves

problems related to

environment,

Justify that human need a table,productive and balancedecosystem.

CUTI PERTENGAHAN TAHUN

(28/5 8/6) WEEK 22 & 23



8/18

THEME 4: MATTER IN NATURE

Learning Area: 5.0 Water and Solution

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

24(11/6 15/6)

5.1Analysing the

physicalcharacteristics of

water.

Carry out activities to determinethe following:


ObservingMeasuring and

using numberCommunicating

RelatingAttributing

Making inferencesMaking

conclusions


environmentBeing honest and accurate in

recording and validatingdata

2

State the meaning of the

freezing point of water,State the meaning of the boiling

point of water,

The freezing point of water,The boiling point of water.

25

(18/6 22/6)

Carry out an ac tivity to observe

the effects of impurities on thephysical characteristics of water.

Describe the physical

characteristics of water,Explain through examples theeffects of impurities on the

physical characteristics of water.

Making inferences

DefiningoperationallyInterpreting data

Daring to try

Being confident andindependentThinking rationally

3

5.2Analysing thecomposition of

water.

Carry out electrolysis todetermine the ratio of hydrogen tooxygen in a molecule of water.


ObservingMeasuring andusing number

Communicating

Making inferencesDefiningoperationallyInterpreting data

RelatingAttributingMaking inferences

Making

conclusions

Having an interest andcuriosity towards theenvironment

Being honest and accurate in

recording and validatingdataDaring to tryBeing confident and


2

Determine the composition ofwater,

Test the presence of hydrogen

and oxygen.

26

(25/6 29/6)

5.3

Analysing theprocess of

evaporation ofwater.

Carry out experiments to study the

factors affecting the rate ofevaporation of water

i.e. humidity, the temperature ofthe surrounding, surface area andthe movement of air.

Discuss the factors affecting the

rate of evaporation in relation to

the Kinetic Theory.

Discuss the similarities anddifferences between evaporationand boiling.

Gather information on

evaporation process and itsapplication in daily life.i.e. drying of clothes, preservation

of agricultural products andprocessing of food.


Controlling

variablesExperimenting

CommunicatingMaking inferencesInterpreting data

Making

hypothesesMaking inferences

SequencingRelatingMaking

conclusions

Being diligent and


safety of oneself, others andenvironmentRealising that science is a

means to understand natureBeing systematic

Being confident and


5

Explain what evaporation is,Explain through examples thefactors that affect the rate of

evaporation of water withreference to the Kinetic Theory,

Compare and contrast betweenevaporation and boiling,Describe the application of the

evaporation of water in dailylife.

27

(2/7 6/7)

PROGRESSIVE TEST II



9/18

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

28

(9/7 13/7)

5.4

Analysingsolution and

solubility.

Discuss the differences between

solute, solvent and solution.

Carry out activities to prepare adilute solution, a concentratedsolution and a saturated solution.

Discuss the similarities anddifferences between dilutesolution, concentrated solutionand saturated solution.

Carry out activities to illustrate

the differences between a solutionand a suspension.

Carry out experiments todetermine the factors affecting thesolubility of a solute

Nature of solvent

Nature of solute

Temperature

Carry out experiments to

determine the factors affecting therate of dissolving

Temperature

Rate of stirring

Size of solute particles

Discuss the importance of water

as a universal solvent in life.

Gather information on theapplication of organic solvents in

daily life.


Observing

Makinghypotheses

Interpreting dataCommunicatingComparing and

contrasting

ExperimentingControllingvariablesMaking

conclusions

Comparing and

contrastingAttributing

AnalysingRelatingMaking inferences

Generating ideas

Makingconclusions




environment

Realising that science is ameans to understand natureBeing systematicBeing confident and


5

Explain what solute, solventand solution are,Contrast and compare

between dilute solution,concentrated and saturated

solution,

Explain what suspension is,Explain what solubility is,

Explain the factors affectingthe solubility of solutes in

water,Explain the importance ofwater as a universal solvent in

life,Give examples on the uses of

organic solvents in our everydaylife

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS



10/18

29

(16/7 20/7)

5.5

Analysing acidand alkali.

Carry out activities to study:

The properties of acid in terms

of pH value, taste, corrosivenature, effect on litmus paper,

reaction with metals such asmagnesium and zinc,

The characteristics of alkali in

terms of pH value, taste,corrosive nature, effect onlitmus paper,

Carry out a discussion to

define acid and alkalioperationally

Carry out activities to determinethe acidic and alkaline substances

in daily life.

Gather information on the usage

of acid and alkali in everyday lifesuch as in agriculture and

industry.

Discuss on the meaning of

neutralisation.

Carry out an activity to showneutralisation using thehydrochloric acid and sodium

hydroxide of the sameconcentration.

Discuss the application ofneutralisation in daily life

e.g. using shampoo andconditioner and, insect bite


Identify the properties of

acid,

identify the properties ofalkali,

State that acid and alkali

only

show their properties in

the

presence of water,

Explain through examplesthe

definition of acid and

alkali,

Identify the substanceswhich

are acidic or alkaline in

everyday life,

State the uses of acid and

alkali in daily life,

Explain the meaning of

neutralisation,

Write an equation in

words to

describe the neutralisation

process,

Explain through examples

the uses of neutralisation indaily life.

Observing


Making inferencesMeasuring andusing number

Experimenting

Generating ideas


RelatingAnalysingMaking

generationsGrouping and

classifyingAttributingEvaluation

Makingconclusions




environmentRealising that science is a

means to understand natureBeing systematicBeing confident and

independentAppreciating thecontribution of science and

technologyThinking rationally

5

30

(23/7 27/7)

5.6

Analysing themethods of water

purification

Make a visit to a water

purification site.Brainstorming on the following

Natural resources of water,

The reasons for water

purification.

Discuss the various types of waterpurification such as filtration,boiling, chlorination and

distillation.

Carry out activities to study thevarious types of water purificationsuch as filtration, boiling and

distillation.Pupils present their findings todiscuss the strengths and

weaknesses of the various types ofwater purification.


List the natural sources of

water,

State the reasons for water purification,

Describe the various typesof

water purification,

Compare the strengths and

weaknesses of the varioustypes of water purification.

Observing

Communicating

Interpreting data

Relating

Analysing

Comparing and

contrasting

Predicting


towards the environment



Appreciating thecontribution of science and

technology

Being systematic

Being confident andindependent

Thinking rationally



11/18

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

31(30/7 3/8)

5.7Analysing the

water supplysystem.

Make a visit to a water processingplant to study the water supply

system and stages involved inwater purification.

Discuss the ways to save water.

Do a project on how much waterthe average household uses.




Interpreting dataMaking inferences

Makingconclusions

RelatingGenerating ideasAnalysing



Having critical andanalytical thinkingAppreciating the

contribution of science andtechnology

2

Describe how the water supply

system works,Explain ways to save water.

5.8Understanding

the preservationof water quality.

Collect and interpret data ontypes of water pollutants

which include:Industrial waste such aschemical and radioactive

residues,

The students are able to;Give examples of water

pollutants,Explain the effect of water

pollution on living things,



AnalysingInterpreting data

PredictingMakingconclusions

Relating



3

Domestic waste such as

garbage and sewage,Chemicals from the

agricultural activities such asfertilisers and pesticides,Siltation caused by

constructions anddeforestation,Accidental spillage from

tankers.

Explain ways to control water

pollution,Explain ways to preserve water

and its quality.

Having critical and

analytical thinkingAppreciating the

contribution of science andtechnologyBeing systematic

Thinking rationally

Conduct discussion on the effectof water pollution on livingthings.

Generate ideas on ways to control

water pollution.

Discuss ways to conserve and

preserve water and its quality.

Run a campaign on Love OurRivers.



12/18

THEME 4: MATTER IN NATURE

Learning Area: 6.0 Air Pressure

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

32

(6/8 10/8)

6.1

Understanding

air pressure.

Carry out an ac tivity to discuss

the kinetic theory of gases.

Carry out an activity to show that

air exerts pressure.

Carry out activities to show thefactors affecting air pressure,i.e. volume and temperature.


Observing

Interpreting data

CommunicatingExperimenting


conclusions

Visualising

Analysing

AttributingRelating

PredictingMaking

conclusions


towards the environment



Having critical andanalytical thinkingAppreciating the

contribution of science andtechnology

Daring to tryThinking rationally

2

Explain the existence of air

pressure with reference to theKinetic Theory,

Explain the factors affecting airpressure.

6.2Applying the

principle of air

pressure in dailylife.

Collect and interpret data onappliances that use the principleof air pressure.

Gather information and discuss

the application of air pressure insyringe, siphon, spraying pumpand drinking straw.

Discuss ways of using theprinciple of air pressure to solve

daily problems such as blockagein sinks and pouring condensed

milk from a can.

Gather information on how a gas

tank containing gas under highpressure works.

Discuss the safety precautionstaken when using gas under high

pressure.


ObservingMaking inferencesInterpreting data

Communicating

RelatingPredictingProblem solving

Having interest and curiositytowards the environmentRealising that science is a

means to understand natureBeing diligent and

perseveringHaving critical andanalytical thinking

Appreciating thecontribution of science andtechnology

Being systematicDaring to try

Thinking rationally

3

Explain with examples thingsthat use the principle of air

pressure,Generate ideas to solveproblems using the principle of

air pressure,Relate the safety measures taken

when using gas under highpressure.



13/18

THEME 5: FORCE AND MOTION

Learning Area: 7.0 Dynamics

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

33(13/8 17/8)

Carry out activities to show

pushing and pulling are forces.

Carry out activities to show the

effects of force (changes in shape,position, speed and direction).

Carry out activities to show

different types of forces(frictional, gravitational,electrostatic and magnetic force).


Observation


Interpreting data


Measuring andusing numbers

Attributing

Generating ideasVisualising

Analysing

RelatingMaking

conclusions


towards the environmentRealising that science is a

means to understand nature




Being systematicDaring to tryThinking rationally

3

State that a force is a push or apull,Explain the effects of forces,

Explain the various types offorces.

7.2Understanding

the measurementof force.

Discuss the unit of force and theprinciple of a spring balance.

Carry out activity to measure the

principle of a spring balance.

Carry out activity to measure the

magnitude of force.


ObservationCommunicating

Interpreting data


conclusions


Being honest and accurate inrecording and validating

dataBeing diligent and

persevering



Thinking rationally

2

State the unit of force,

Explain how a spring balanceworks,

Measure the magnitude of force.

34(20/8 24/8) CUTI PERTENGAHAN PENGGAL KE II



14/18

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

35(27/8 31/8)

7.3Application of

frictional force.

Discuss with examples to showthe existence of frictional force.

Carry out activities to identify thedirection of frictional force and

measure the magnitude of theforce.

Carry out an experiment to show

how different types of surfacesaffect the magnitude of frictionalforce.

Gather information and discussthe advantages and disadvantages

of friction.

Carry out activities on ways to


Makinghypotheses

ControllingvariablesInterpreting data

ExperimentingCommunicating

Makinghypotheses

SequencingRelatingGenerating ideas

AttributingAnalysing

Makingconclusions


Being honest and accurate inrecording and validatingdata




Having critical andanalytical thinkingAppreciating the balance of

natureBeing systematicThinking rationally

5

Explain with example theexistence of frictional force,

State the direction and themagnitude of frictional force,

Carry out an experiment to showhow different types of surfacesaffect frictional force,

Explain the advantages anddisadvantages of friction,

Explain ways to increasefriction,Explain ways to reduce friction,

Explain with examples theapplication of friction in daily

life.

Increase friction,Reduce friction.

Discuss the application of

increasing and decreasing frictionin our daily life.

36(3/9- 7/9)

7.4Application ofwork.

Discuss with examples to showwork is done when an object ismoved by a force.

Carry out activities to determinethe work done by using:

Work (J)= Force (N) x Distance (m)


CommunicatingMeasuring andusing numbersInterpreting data

AnalysingMakingconclusions

Having interest and curiositytowards the environmentBeing honest and accurate inrecording and validating


perseveringHaving critical andanalytical thinking

Appreciating the balance ofnature


5

Explain with examples howwork is done,State the unit of work,

Calculate the work done.

37(10/9 14/9)

7.5

Application ofpower.

Carry out activities to determine

power by using:

Power (W) = Work (J)Time (s)


State the meaning of power,State the unit of power,

Calculate power on the workdone.

Communicating

Measuring andusing numbers

Interpreting data

Making

conclusions


towards the environmentRealising that science is a

means to understand thenature

Having critical and analyticalthinkingThinking rationally

7.6Analysing theimportance of

force in life.

Create an activity e.g. drawing aposter, sketching or acting toshow how life would be without

force.


CommunicatingMeasuring andusing numbers

Interpreting data

AttributingComparing andcontrasting

AnalysingRelatingMaking

conclusions

Having interest and curiositytowards the environmentRealising that science is a

means to understand thenatureHaving critical and analytical

thinkingBeing systematic

Thinking rationally

2

Describe how life will be ifforce does not exist.



15/18

THEME 5: FORCE AND MOTION

Learning Area: 8.0 Support and Movement

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

38(17/9 21/9)

8.1Understanding

the supportsystems in

animals.

Gather information and discussthe various support systems in


ObservingInterpreting data

Communicating

AttributingComparing and

contrastingAnalysing

RelatingMakingconclusions


dataRealising that science is a

means to understand natureAppreciating the balance ofnature


Being thankful to GodBeing systematicThinking rationally

5

Explain the support system in

vertebrates and the varioussupport systems ininvertebrates,

Compare and contrast thesupport system between land

and aquatic vertebrates,Compare and contrast thesupport system between land

and aquatic invertebrates.

Land and aquatic vertebrates,Land and aquaticinvertebrates.

Carry out discussions on thefollowing:

Similarities and differencesbetween support systems inland and aquatic vertebrates,

Similarities and differencesbetween support systems in

land and aquatic invertebrates.

8.2

Understanding

the supportsystems in

plants.

Carry out field work to study

various support systems of plants.

Carry out activities to classify

plants based on their supportsystems.


Observing

Interpreting data


Generating ideas

Making inferences

Makingconclusions


recording and validating

dataRealising that science is a

means to understand natureAppreciating the balance of

natureHaving critical andanalytical thinking

Being thankful to GodBeing systematic

3

Explain the various support

systems in woody andnonwoody plants,

Classify plants based on theirsupport systems.

8.3Appreciating the

support systemin living things.

Discuss issues e.g. The students are able to;

ObservingInterpreting data

Communicating

AttributingComparing and

contrastingAnalysingRelating

Makingconclusions


dataRealising that science is ameans to understand nature

Appreciating the balance ofnatureHaving critical and

analytical thinkingBeing thankful to God


2

Inability of whales to moveback to sea after being washed

ashore,A crippled person using

crutches for support.

Justify the importance of thesupport system to living things.



16/18

THEME 6: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

Learning Area: 9.0 Stability

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

39

(24/9 28/9)

9.1

Understandingthat the centre of

gravity affects

stability.

Carry out activities to find the

point of equilibrium in regular andirregular shapes.

Carry out an experiment to find

out how the centre of gravityeffects the stability of an object by

manipulating the


Observing


Predicting

Interpreting dataControlling

variablesExperimenting

Makinghypotheses

Making

hypothesesRelating

Analysing

AttributingPredicting

Makingconclusions


recording and validatingdata

Being diligent and

perseveringRealising that science is a

means to understand natureAppreciating the

contribution of science andtechnologyHaving critical and

analytical thinkingBeing objectiveBeing systematic

Thinking rationallyBeing confident an

independent

2

Determine the point ofequilibrium in regular andirregular shapes,

Relate the point ofequilibrium as the centre

of gravity of objects,Relate the centre of gravity tothe stability of objects.

Height,Base area.

Discuss the relationship betweenthe centre of gravity and stability.

9.2Appreciating the

importance ofstability.

Carry out a brainstorming sessionon ways to improve stability.

Carry out activities like doingprojects or playing games to build

models by applying the concept ofstability.



Interpreting data

ClassifyingAnalysing

Makingconclusions


dataAppreciating thecontribution of science and

technologyHaving critical and



3

Suggest ways to improve

the stability of objectsaround them,Explain with examples the

application of stability in life.



17/18

THEME 6: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

Learning Area: 10.0 Simple Machine

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

40(1/10 5/10)

10.1Analysing levers.

Discuss how a small effort canovercome a large load with the

use of a lever.

Make an observation on devices

that use the principles of levers.Identify the load, force and

fulcrum, and then classify thesystems into first, second andthird class levers. Discuss how

humans apply the principles oflevers to help them overcome

large load.

Discuss that the moment

of force= force x perpendicular distance

from the pivot to force.

Carry out an activity to show the

relationship between moment andthe product of force and distance.

Solving problems related to leversusing the following formulae:

Load (N) x distance of theload from fulcrum (m) =Force (N) x distance of

the force from the fulcrum(m)


ObservingExperimenting

Communicating

RelatingMaking inferences

PredictingAnalysingGenerating ideas

Makingconclusions


environmentBeing honest and accurate inrecording and validating


perseveringRealising that science is ameans to understand nature

Appreciating thecontribution of science and

technologyHaving critical andanalytical thinking

Being objectiveBeing cooperative

Thinking rationally

2

List things around them

that use the principle ofthe lever,State what a lever can do,

Identify load, force andfulcrum in the lever,

Classify levers,Explain what is meant by themoment of a force,

Solve problems related to levers.

10.2

Appreciating theinnovative

efforts in thedesign of

machine tosimplify work.

Carry out a project to build a

device using the principle of alever.


Observing

ExperimentingCommunicating

Synthesising

ConceptualisingProblem solving

Making decisions


curiosity towards theenvironment



Having critical andanalytical thinkingBeing objective

Thinking rationally

3

Design or improvise a devicethat uses the principle of a lever.

41 - 42 SECOND TERM EXAMINATION (8/10 19/10)

43 - 44YEAR END SCHOOL ACTIVITIES(22/10 15/11)

CUTI AKHIR TAHUN (19/11 1/1/2013)



18/18


science f2 scheme of works 2012

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