yearly plan science form 2
TRANSCRIPT
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7/29/2019 yearly plan science form 2
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Created by CDC SZA SMKN
YEARLY TEACHING PLANFORM 2
SCIENCE
SCIENCE PANEL OF SMKIS 2013
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7/29/2019 yearly plan science form 2
2/38
Created by CDC SZA 10
TABLE OF CONTENTS
THEMES & LEARNING AREAS Page
THEME 1 : MANAGEMENT AND CONTINUITY OF LIFELearning Area: 1. World through our senses 2-4Learning Area: 2. Nutrition 4-6
THEME 2 : MAN AND THE VARIETY OF LIVING THINGS Learning Area: 1. Biodiversity 6
Learning Area: 2. Interdependence among living organisms and the environment 7-10
THEME 3 : MATTER IN NATURELearning Area: 1. Water and Solution 10-15Learning Area: 2. Air Pressure 16-17
THEME 4 : FORCE AND MOTIONLearning Area: 1. Dynamics 15-16
Learning Area: 2. Support and Movement 17
THEME 5 : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETYLearning Area: 1. Stability 18Learning Area: 2. Simple Machine 19
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Created by CDC SZA 12
THEME: MANAGEMENT AND CONTINUITY OF LIFELEARNING AREA: 1. THE WORLD THROUGH OUR SENSES
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinking
skills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
1stSem.
1
2-4/1/13
CHAPTER 1 : THE WORLDTHROUGH OUR SENSES
LO1 Sensory organs
The five senses, the sensoryorgans and the stimuli.
The pathway from stimulus toresponse
Stimulus Sensory organs
Nerves Brain NervesResponse
Activity 1.1 textbook v.1 (Relate dailyactivities & senses that involved)
Discussion of what happens in our bodyafter a stimulus is detected.
Characterise
Correlate
Visualising
Generalise
Observing
Inferring
Beingthankful toGod.
Beingobjective.
Beingresponsibleabout thesafety of
oneself,others, andenvironment
2
7
11/1/13
LO2 Sense of touch
The structure of the humanskin involved in stimulidetection,
The sensitivity of the skin atdifferent parts of the bodytowards stimuli.
Discuss the sensitivity of theskin in daily life
Using models, charts, computer softwareand other teaching aids.
Carry out activity to compare thesensitivity of different parts of the bodytowards touch
Discussion of connection to the following
situations such as receiving an injection,using Braille
Characterise
Correlate
Analyse
Conclude
Observing
Interpretingdata
Realisingthat scienceis a meanstounderstandnature.
The structuresof the receptorsare notrequired.
3
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7/29/2019 yearly plan science form 2
4/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
1stSem.
1
2-4/1/13
CHAPTER 1 : THE WORLDTHROUGH OUR SENSES
LO1 Sensory organs
The five senses, the sensoryorgans and the stimuli.
The pathway from stimulus toresponse
Stimulus Sensory organs
Nerves Brain NervesResponse
Activity 1.1 textbook v.1 (Relate dailyactivities & senses that involved)
Discussion of what happens in our bodyafter a stimulus is detected.
Characterise
Correlate
Visualising
Generalise
Observing
Inferring
Beingthankful toGod.
Beingobjective.
Beingresponsibleabout thesafety ofoneself,others, and
environment
2
7
11/1/13
LO3 Sense of smell
Identify the structure of thenose,
Identify the position of thesensory cells in the detectionof smell.
Using models, charts, computer softwareand other teaching aids.
Characterise
Correlate
Visualising
Observing
InferringBeingresponsibleabout thesafety ofoneself,others, andenvironment
2
7
11/1/13
LO4 Sense of taste. The different areas of the
tongue that respond todifferent taste,
Relate the sense of taste withthe sense of smell.
Carry out activities to detect the differentareas of the tongue that respond todifferent tastes.
Carry out activities to find how taste isrelated to smell.
Compare &differentiate
Correlate
Conclude
Classify
Inferring
Interpretingdata
Beingthankful toGod
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7/29/2019 yearly plan science form 2
5/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
1stSem.
1
2-4/1/13
CHAPTER 1 : THE WORLDTHROUGH OUR SENSES
LO1 Sensory organs
The five senses, the sensoryorgans and the stimuli.
The pathway from stimulus toresponse
Stimulus Sensory organs
Nerves Brain NervesResponse
Activity 1.1 textbook v.1 (Relate dailyactivities & senses that involved)
Discussion of what happens in our bodyafter a stimulus is detected.
Characterise
Correlate
Visualising
Generalise
Observing
Inferring
Beingthankful toGod.
Beingobjective.
Beingresponsibleabout thesafety ofoneself,others, and
environment
3
14
18/1/13
LO5 Sense of hearing
The structure of the humanear,
The function of the differentparts of the ear,
Mechanism of hearing.
Computer simulation to illustrate thehearing mechanism.
Discussion of the hearing mechanism.
Characterise
Visualising
Observing Beingresponsibleabout thesafety ofoneself,others, andenvironment
3
14
18/1/13
LO6 Sense of sight.
Identify the structure of thehuman eye,
Explain the functions ofdifferent parts of the eye,
Describe how we see.
Examine the cows eye or model of a
human eye.
Collect information on structure andfunction of each part of the eye.
Discuss of sight mechanism
Characteris
e
Visualising
Observing Being
objective.
Beingthankful toGod.
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7/29/2019 yearly plan science form 2
6/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
1stSem.
1
2-4/1/13
CHAPTER 1 : THE WORLDTHROUGH OUR SENSES
LO1 Sensory organs
The five senses, the sensoryorgans and the stimuli.
The pathway from stimulus toresponse
Stimulus Sensory organs
Nerves Brain NervesResponse
Activity 1.1 textbook v.1 (Relate dailyactivities & senses that involved)
Discussion of what happens in our bodyafter a stimulus is detected.
Characterise
Correlate
Visualising
Generalise
Observing
Inferring
Beingthankful toGod.
Beingobjective.
Beingresponsibleabout thesafety ofoneself,others, and
environment
4
21/1
25/1/13
LO7 Light and sight.
Describe the properties oflight i.e. Reflection, refraction.
State the various defectsof vision,
Ways to correct visiondefects,
The limitations of sight,
Stereoscopic and monocularvisions with the survival ofanimals,
The appropriate device to
Carry out activities to study:reflection of light &b) refraction of light between two
mediums of different density.Collect information about the types ofdefects of vision and the contribution/useof technology to rectify them.
Carry out activities to show what shortsightedness and long sightedness are and
how to correct them.
Discuss what astigmatism is and the wayto correct it.
Carry out activities to investigatea) optical illusion,b) blind-spot.
Visualising
Compare &differentiate
Analyse
Correlate
Makinganalogy bystating andgiveexamples
Compare &
Definingoperationally
Classifying
Measuringand usingnumbers
Inferring
Definingoperationally
Communicating
Beinghonest andaccurate inrecordingandvalidatingdata.
Appreciating
thecontributionof scienceandtechnology.
Thinkingrationally.
Relate theproperties oflight to naturalphenomena anddaily usage.
Angles ofincidence,reflection,refraction andnormal are notrequired.
Astigmatism,optical illusions,blind-spot,monocular andstereoscopicvisions shouldbe introduced.
Microscope,
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7/29/2019 yearly plan science form 2
7/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
1stSem.
1
2-4/1/13
CHAPTER 1 : THE WORLDTHROUGH OUR SENSES
LO1 Sensory organs
The five senses, the sensoryorgans and the stimuli.
The pathway from stimulus toresponse
Stimulus Sensory organs
Nerves Brain NervesResponse
Activity 1.1 textbook v.1 (Relate dailyactivities & senses that involved)
Discussion of what happens in our bodyafter a stimulus is detected.
Characterise
Correlate
Visualising
Generalise
Observing
Inferring
Beingthankful toGod.
Beingobjective.
Beingresponsibleabout thesafety ofoneself,others, and
environment
overcome the limitations ofsight. Discuss the connection between
stereoscopic vision and monocular visionwith the survival of animals.
Gather information about the device toovercome the limitation of sight.
contrast byconnecting
Generateideas byidentifying
magnifyingglass,telescope,binoculars,ultrasoundscanningdevice, X-ray,periscopeshould beincluded.
5
28/1
1/2/13
LO8 Sound and hearing.
Describe the properties ofsound,
The reflection andabsorption of sound,
Explain the defects ofhearing,
Discuss the limitations of hearing andways of improving it.
Carry out activities to investigate the needfor stereophonic hearing in determiningthe direction of sound.
CorrelateVisualising
Relating
Definingoperationally
Predicting
Appreciatingthecontributionof scienceandtechnology.
Thinking
.Includeddevices such ashearing aidsandstethoscope.
7
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7/29/2019 yearly plan science form 2
8/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
1stSem.
1
2-4/1/13
CHAPTER 1 : THE WORLDTHROUGH OUR SENSES
LO1 Sensory organs
The five senses, the sensoryorgans and the stimuli.
The pathway from stimulus toresponse
Stimulus Sensory organs
Nerves Brain NervesResponse
Activity 1.1 textbook v.1 (Relate dailyactivities & senses that involved)
Discussion of what happens in our bodyafter a stimulus is detected.
Characterise
Correlate
Visualising
Generalise
Observing
Inferring
Beingthankful toGod.
Beingobjective.
Beingresponsibleabout thesafety ofoneself,others, and
environment
Ways of rectifying thedefects in hearing,
The limitations of hearing,
The device used toovercome the limitations ofhearing,
Explain stereophonichearing.
rationally.
5
28/1
1/2/13
LO9 The stimuli and responses inplants.
The stimuli that causeresponse in plants,
The parts of plantssensitive to specific stimulus,
Relate the response inplants to their survival.
Carry out experiments to investigate:a) stimuli detected by plants,b) identify the parts of the plantssensitive to specific stimulus.
Discuss in what ways the response ofplants towards stimuli are important fortheir survival.
AnalyseSynthesizingDifferentiateConcludeSequencingCharacterise
Experimenting
Observing
Inferring
Beingaccurate inrecordingdata.
Beingsystematic.
Havingcritical and
Responses inplants shouldincludephototropism,geotropism,hydrotropism,nasticmovement,thigmotropism.
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7/29/2019 yearly plan science form 2
9/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
1stSem.
1
2-4/1/13
CHAPTER 1 : THE WORLDTHROUGH OUR SENSES
LO1 Sensory organs
The five senses, the sensoryorgans and the stimuli.
The pathway from stimulus toresponse
Stimulus Sensory organs
Nerves Brain NervesResponse
Activity 1.1 textbook v.1 (Relate dailyactivities & senses that involved)
Discussion of what happens in our bodyafter a stimulus is detected.
Characterise
Correlate
Visualising
Generalise
Observing
Inferring
Beingthankful toGod.
Beingobjective.
Beingresponsibleabout thesafety ofoneself,others, and
environment
Correlate analyticalthinking.
LEARNING AREA: 2. NUTRITION6
4 -8/2/13
CHAPTER2 :NUTRITION
LO1 The classes of food.
Explain through the
classes of food,
State the function ofeach class of food,
Test for starch, glucose,protein and fats.
Discuss the classes of food i.e.carbohydrate, protein, fats, vitamins,
minerals, fibre and water and state theirfunctions.
Carry out activities to test for starch (iodinesolution), glucose (Benedicts solution),protein (Millons reagent) and fats (alcohol-emulsion test).
Characterise
Compare &contrast
CorrelateVisualisingMakinganalogy
Observing
Classifyin
g
Definingoperationally
Realisingthatscience istools to
understand nature
Beingkind-hearted
Only the majorvitamins [ A, B, C,D, E and K ] &minerals [calcium,sodium, iron,
iodine, phosphorusand potassium ] arerequired .
Vitamin B need notbe classified intoB1, B2 and so on.
Introduce alcohol-
9
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7/29/2019 yearly plan science form 2
10/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
1stSem.
1
2-4/1/13
CHAPTER 1 : THE WORLDTHROUGH OUR SENSES
LO1 Sensory organs
The five senses, the sensoryorgans and the stimuli.
The pathway from stimulus toresponse
Stimulus Sensory organs
Nerves Brain NervesResponse
Activity 1.1 textbook v.1 (Relate dailyactivities & senses that involved)
Discussion of what happens in our bodyafter a stimulus is detected.
Characterise
Correlate
Visualising
Generalise
Observing
Inferring
Beingthankful toGod.
Beingobjective.
Beingresponsibleabout thesafety ofoneself,others, and
environment
emulsion test forfat.
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical &creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
6
4 -8/2/13
LO2 The importance of a balanceddiet.
Meaning of a balanced dietis,
The factors that must beconsidered when planning abalanced diet,
Explain how the factors affecta balanced diet,
Discuss:a) what a balanced diet is,
b) the factors that determine apersons balanced diet: age,size, sex, job, climate, state ofhealth.
Collect food wrappers that showcalorific value of food and make alist to show the calorific value for
Compare &contrast
Correlate
AnalyseGeneralise
CorrelateCompare &contrast
Measuringand using
numbers
Communicating
Inferring
Beingcooperative.
Appreciatingandpractisingclean andhealthyliving.
The unit ofenergy in food
can bemeasured eitherin joules orcalories.
10
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7/29/2019 yearly plan science form 2
11/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical &creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
The quantity of energy ineach gram of carbohydrate,protein and fats,
Estimate the calories of foodtaken in a meal,
Plan a balanced diet.
each type of food.
Discuss to estimate the calories offood taken in a meal.
Plan a balanced diet for a day(breakfast, lunch and dinner).
Characterise Observing
8
18
22/2/13
LO3 The digestive system in man.
Explain what digestion is,
The parts of the digestivesystem,
The flow of food particles inthe alimentary canal,
The functions of the organsin the digestive system,
The process of digestion inthe alimentary canal,
End products of digestion ofcarbohydrate, protein andfats.
Discuss that digestion is thebreakdown of large food moleculesinto smaller soluble molecules thatcan be readily absorbed by thebody.
Identify parts of the digestivesystem and the flow of foodparticles in the alimentary canalusing model/chart/CD ROM.
Discuss the functions of thevarious organs in the digestivesystem and the enzymes found.
Carry out activities to show theaction of the enzyme in the salivaon starch.
CharacteriseCompare &contrast byidentifying
AnalyseVisualising
CorrelateCompare &contrast
SequencingPrioritisingGeneralise
Observing
Defining
operationally
Inferring
Communicating
Practisinghealthyliving.
Being
objective.
Beingcooperative.
Enzymes shouldonly includeamylase,protease andlipase.
8
18
22/2/13
LO4 The process of absorption ofdigested food.
The process of absorptionof the products of digestion,
The absorption of glucose
Discuss the process of absorptionof the products of digestion in thesmall intestine.
Carry out an experiment to showthe absorption of glucose through
CorrelateCompare &contrast
AnalyseMaking analogy
Inferring
Definingoperationally
Thinkingrationally.
Beingcooperative.
The structure ofvilus is notrequired. Needonly mentionvilus increasesthe surface area
11
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7/29/2019 yearly plan science form 2
12/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical &creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
through a Visking tube. a Visking tube. for absorption.
9
25/2
1/3/13
LO5 The re-absorption of waterand defecation.
Water reabsorption in thelarge intestine,
Defecation,
The problem of defecationwith eating habits.
Discuss the reabsorption of waterby the large intestine and theprocess of defecation.
Discuss the importance of goodeating habits to avoid constipation.
CorrelateCompare &contrast
AnalyseMaking analogy
Inferring
Definingoperationally
Thinkingrationally.
Beingcooperative
9
25/2
1/3/13
LO6 The habits of healthy eating.
The importance of eatingnutritious food,
Practice good eatinghabits,
The generous distributionof food to theunderprivileged / needy,
The dining culture ofdifferent people conforming tosensitivities and religiousbeliefs.
Plan and carry out a healthy eatinghabit.
Discuss the following topics :a) practicing good eating habits i.e.
eating nutritious food and eatingin moderation,
b) the generous distribution of foodto the underprivileged / needy,
c) cultural practices in diningconforming to sensitivities andreligious beliefs.
Correlate
Compare &contrast
RelatingVisualising
Inferring
Predicting
Appreciatingand
practicingclean andhealthyliving.
Being kind-hearted andcaring.
THEME: MAN AND THE VARIETY OF LIVING THINGS
LEARNING AREA: 1. BIODIVERSITY
12
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7/29/2019 yearly plan science form 2
13/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes& NobleValues
Notes
10
25/2
1/3/13
10
4
8/3/13
CHAPTER 3 : BIODIVERSITY
LO1 The variety of livingorganisms and theirclassification.
Explain the diversity ofliving organisms in a habitat,
Classify various animalsbased on commoncharacteristics,
Classify various plantsbased on commoncharacteristics,
Explain the importance ofbiodiversity to theenvironment.
Discuss the diversity in the general
characteristics of living organisms.
Collect and classify various plantsand animals into a system based oncommon characteristics.a) Animal: Invertebrate, vertebrate,
mammal, fish, bird, amphibian,reptile.
b) Plant: Flowering plant, non-flowering plant, monocotyledon,dicotyledon.
c) Build a concept map on living
organisms based on theclassification above.
Discuss the importance ofmaintaining the biological diversity asone of the countrys natural heritage.
Correlate
Compare &contrast
Characterise
Compare &differentiate
Generateideas
AnalyseGeneraliseConclude
Inferring
Observing
Classifying
Communicating
Having an
interestandcuriositytowardstheenvironment.
Beingsystematic.
Having
critical andanalyticalthinking.
.Basic concept on
variety of livingorganisms has beenintroduced in primaryscience.
Emphasize only onthe classification inthe suggestedlearning activities.
Malaysia is one of thetwelve mega-
biodiversity countriesin the world shouldbe highlighted
LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
11
11
15/3/13
CHAPTER 4: THE INTER-DEPENDENCE AMONGLIVING ORGANISMS.
LO1 The inter-dependenceamong living organisms
Species, population andcommunity are,
Habitat and ecosystem
Various habitats in one
Carry out a field work to studyspecies, habitat, population,community in an ecosystem.
Characterise
FormmentalimageAnalyse
Observing
Classify
Havingcritical andanalyticalthinking
Realisingthatscience isa meanstounderstan
Basic concept of preypredator andcompetition has beentaught in primary
school.
Refer all to localissues like the crowproblem in Klang.
Basic concept ofhabitat has been
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7/29/2019 yearly plan science form 2
14/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes& NobleValues
Notes
10
25/2
1/3/13
10
4
8/3/13
CHAPTER 3 : BIODIVERSITY
LO1 The variety of livingorganisms and theirclassification.
Explain the diversity ofliving organisms in a habitat,
Classify various animalsbased on commoncharacteristics,
Classify various plantsbased on commoncharacteristics,
Explain the importance ofbiodiversity to theenvironment.
Discuss the diversity in the general
characteristics of living organisms.
Collect and classify various plantsand animals into a system based oncommon characteristics.a) Animal: Invertebrate, vertebrate,
mammal, fish, bird, amphibian,reptile.
b) Plant: Flowering plant, non-flowering plant, monocotyledon,dicotyledon.
c) Build a concept map on living
organisms based on theclassification above.
Discuss the importance ofmaintaining the biological diversity asone of the countrys natural heritage.
Correlate
Compare &contrast
Characterise
Compare &differentiate
Generateideas
AnalyseGeneraliseConclude
Inferring
Observing
Classifying
Communicating
Having an
interestandcuriositytowardstheenvironment.
Beingsystematic.
Having
critical andanalyticalthinking.
.Basic concept on
variety of livingorganisms has beenintroduced in primaryscience.
Emphasize only onthe classification inthe suggestedlearning activities.
Malaysia is one of thetwelve mega-
biodiversity countriesin the world shouldbe highlighted
LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENTecosystem,
The interdependenceamong living organismsand the environment to
create a balancedecosystem,
Carry out a discussion oninterdependence among livingorganisms and the environment tocreate a balanced ecosystem.
Correlatebyexplainingthrough
examples
d nature..
Appreciating thebalance of
nature.
introduced in primaryschool.
During the field workthe concept of
ecology will beconstructed throughcontextual learning.
14
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7/29/2019 yearly plan science form 2
15/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes& NobleValues
Notes
10
25/2
1/3/13
10
4
8/3/13
CHAPTER 3 : BIODIVERSITY
LO1 The variety of livingorganisms and theirclassification.
Explain the diversity ofliving organisms in a habitat,
Classify various animalsbased on commoncharacteristics,
Classify various plantsbased on commoncharacteristics,
Explain the importance ofbiodiversity to theenvironment.
Discuss the diversity in the general
characteristics of living organisms.
Collect and classify various plantsand animals into a system based oncommon characteristics.a) Animal: Invertebrate, vertebrate,
mammal, fish, bird, amphibian,reptile.
b) Plant: Flowering plant, non-flowering plant, monocotyledon,dicotyledon.
c) Build a concept map on living
organisms based on theclassification above.
Discuss the importance ofmaintaining the biological diversity asone of the countrys natural heritage.
Correlate
Compare &contrast
Characterise
Compare &differentiate
Generateideas
AnalyseGeneraliseConclude
Inferring
Observing
Classifying
Communicating
Having an
interestandcuriositytowardstheenvironment.
Beingsystematic.
Having
critical andanalyticalthinking.
.Basic concept on
variety of livingorganisms has beenintroduced in primaryscience.
Emphasize only onthe classification inthe suggestedlearning activities.
Malaysia is one of thetwelve mega-
biodiversity countriesin the world shouldbe highlighted
LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
11
11
15/3/13
LO2 The interaction betweenliving organisms.
The types of interactions
between living organisms,
The interactions betweenliving organisms,
The importance ofinteraction between livingorganisms and theenvironment,
Collect and interpret data on thetypes of interactions as follows:a) prey-predator,b) symbiosis: commensalism,
mutualism and parasitism e.g.remora and shark, algae and fungi,tape worm and man,
c) competition.
Conduct an activity to show theimportance of the interactionbetween organisms and theenvironment.
Characterise
Conclude
byexplainingwithexamplesCompile &differentiate
Analyse by
Observing
Interpretingdata
Classifying
InferringDefiningoperationally
Realisingthatscience is ameans to
understandnature.
15
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7/29/2019 yearly plan science form 2
16/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes& NobleValues
Notes
10
25/2
1/3/13
10
4
8/3/13
CHAPTER 3 : BIODIVERSITY
LO1 The variety of livingorganisms and theirclassification.
Explain the diversity ofliving organisms in a habitat,
Classify various animalsbased on commoncharacteristics,
Classify various plantsbased on commoncharacteristics,
Explain the importance ofbiodiversity to theenvironment.
Discuss the diversity in the general
characteristics of living organisms.
Collect and classify various plantsand animals into a system based oncommon characteristics.a) Animal: Invertebrate, vertebrate,
mammal, fish, bird, amphibian,reptile.
b) Plant: Flowering plant, non-flowering plant, monocotyledon,dicotyledon.
c) Build a concept map on living
organisms based on theclassification above.
Discuss the importance ofmaintaining the biological diversity asone of the countrys natural heritage.
Correlate
Compare &contrast
Characterise
Compare &differentiate
Generateideas
AnalyseGeneraliseConclude
Inferring
Observing
Classifying
Communicating
Having an
interestandcuriositytowardstheenvironment.
Beingsystematic.
Having
critical andanalyticalthinking.
.Basic concept on
variety of livingorganisms has beenintroduced in primaryscience.
Emphasize only onthe classification inthe suggestedlearning activities.
Malaysia is one of thetwelve mega-
biodiversity countriesin the world shouldbe highlighted
LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
11
11
15/3/13
LO3 The food web.
Meanings of producers,consumers and
decomposersCombination of a few foodchains to construct a foodweb,.
The producer, consumerand decomposer in a foodweb,
Collect and interpret data on theproducer, consumer, decomposer andpyramid number.
Construct a food web from a few foodchains and identify the producer,consumer and decomposer.
Discuss the energy flow in the foodweb constructed.
Characterise
Conclude
byidentifying&constructing
VisualisingCorrelate
Observing
Interpretingdata
Predicting
Communicating
Havingcritical andanalytical
thinking.
Beingcooperative
Being
Food chain has beentaught in primaryscience
Refer to the crown ofthorn problem in thecoral reef in themarine park
16
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7/29/2019 yearly plan science form 2
17/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes& NobleValues
Notes
10
25/2
1/3/13
10
4
8/3/13
CHAPTER 3 : BIODIVERSITY
LO1 The variety of livingorganisms and theirclassification.
Explain the diversity ofliving organisms in a habitat,
Classify various animalsbased on commoncharacteristics,
Classify various plantsbased on commoncharacteristics,
Explain the importance ofbiodiversity to theenvironment.
Discuss the diversity in the general
characteristics of living organisms.
Collect and classify various plantsand animals into a system based oncommon characteristics.a) Animal: Invertebrate, vertebrate,
mammal, fish, bird, amphibian,reptile.
b) Plant: Flowering plant, non-flowering plant, monocotyledon,dicotyledon.
c) Build a concept map on living
organisms based on theclassification above.
Discuss the importance ofmaintaining the biological diversity asone of the countrys natural heritage.
Correlate
Compare &contrast
Characterise
Compare &differentiate
Generateideas
AnalyseGeneraliseConclude
Inferring
Observing
Classifying
Communicating
Having an
interestandcuriositytowardstheenvironment.
Beingsystematic.
Having
critical andanalyticalthinking.
.Basic concept on
variety of livingorganisms has beenintroduced in primaryscience.
Emphasize only onthe classification inthe suggestedlearning activities.
Malaysia is one of thetwelve mega-
biodiversity countriesin the world shouldbe highlighted
LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
Pyramid number from afood chain,
Relate the food web andthe pyramid number toenergy flow.
Predict the consequences ifa certain component ofliving organisms in theecosystem is missing
Conduct a game to show the effectsof an increase or decrease in thenumber of organisms in a pyramidnumber. Discuss the consequences ifa component of living organisms in
an ecosystem is missing
GenerateideasAnalyseGeneralise
ConcludeForecasting
Predictinghonest .
17
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7/29/2019 yearly plan science form 2
18/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes& NobleValues
Notes
10
25/2
1/3/13
10
4
8/3/13
CHAPTER 3 : BIODIVERSITY
LO1 The variety of livingorganisms and theirclassification.
Explain the diversity ofliving organisms in a habitat,
Classify various animalsbased on commoncharacteristics,
Classify various plantsbased on commoncharacteristics,
Explain the importance ofbiodiversity to theenvironment.
Discuss the diversity in the general
characteristics of living organisms.
Collect and classify various plantsand animals into a system based oncommon characteristics.a) Animal: Invertebrate, vertebrate,
mammal, fish, bird, amphibian,reptile.
b) Plant: Flowering plant, non-flowering plant, monocotyledon,dicotyledon.
c) Build a concept map on livingorganisms based on theclassification above.
Discuss the importance ofmaintaining the biological diversity asone of the countrys natural heritage.
Correlate
Compare &contrast
Characterise
Compare &differentiate
GenerateideasAnalyseGeneraliseConclude
Inferring
Observing
Classifying
Communicating
Having an
interestandcuriositytowardstheenvironment.
Beingsystematic.
Havingcritical andanalyticalthinking.
.Basic concept on
variety of livingorganisms has beenintroduced in primaryscience.
Emphasize only onthe classification inthe suggestedlearning activities.
Malaysia is one of thetwelve mega-biodiversity countriesin the world shouldbe highlighted
LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
12
18/3
22/3/13
LO4 Photosynthesis.
Meaning of photosynthesis
The factors required for
photosynthesis,
State the products ofphotosynthesis,
The variables that arerequired for photosynthesis,
Carry out discussion on whatphotosynthesis is.
Carry out experiments to determinethe factors needed for photosynthesisi.e. carbon dioxide, water, light andchlorophyll.
Discuss the importance ofphotosynthesis in maintaining abalanced ecosystem.
CharacteriseHypothesising
GenerateideasAnalyseGeneraliseConclude
Synthesising
CommunicatingExperimenting
Hypothesising
Inferring
Beinghonest andaccurate inrecording
andvalidatingdata.
Beingresponsibleof theenvironment.
The carbon andoxygen cycle shouldbe included.
18
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7/29/2019 yearly plan science form 2
19/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes& NobleValues
Notes
10
25/2
1/3/13
10
4
8/3/13
CHAPTER 3 : BIODIVERSITY
LO1 The variety of livingorganisms and theirclassification.
Explain the diversity ofliving organisms in a habitat,
Classify various animalsbased on commoncharacteristics,
Classify various plantsbased on commoncharacteristics,
Explain the importance ofbiodiversity to theenvironment.
Discuss the diversity in the general
characteristics of living organisms.
Collect and classify various plantsand animals into a system based oncommon characteristics.a) Animal: Invertebrate, vertebrate,
mammal, fish, bird, amphibian,reptile.
b) Plant: Flowering plant, non-flowering plant, monocotyledon,dicotyledon.
c) Build a concept map on livingorganisms based on theclassification above.
Discuss the importance ofmaintaining the biological diversity asone of the countrys natural heritage.
Correlate
Compare &contrast
Characterise
Compare &differentiate
GenerateideasAnalyseGeneraliseConclude
Inferring
Observing
Classifying
Communicating
Having an
interestandcuriositytowardstheenvironment.
Beingsystematic.
Havingcritical andanalyticalthinking.
.Basic concept on
variety of livingorganisms has beenintroduced in primaryscience.
Emphasize only onthe classification inthe suggestedlearning activities.
Malaysia is one of thetwelve mega-biodiversity countriesin the world shouldbe highlighted
LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
CUTI PERTENGAHAN PENGGAL PERTAMA23 MAC 2013 31 MAC 2013
13
1
5/4/13
LO5 The importance of
conservation andpreservation of livingorganisms.
Explain what conservationand preservation are,
Collect and interpret data on the
conservation and preservation ofliving organisms.
Carry out a field work in a naturalforest reserve (wetlands, highlandforest or tropical rain forest) or ananimal sanctuary to study theconservation and preservation of
Conclude
Compare &contrast
GenerateideasAnalyseGeneralise
Interpreting
data
Inferring
Communicating
Beingcooperative.
Appreciating the
The role of man inconservation andpreservation hasbeen highlighted inprimary school.
Forest is also home tosome indigenous
19
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7/29/2019 yearly plan science form 2
20/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes& NobleValues
Notes
10
25/2
1/3/13
10
4
8/3/13
CHAPTER 3 : BIODIVERSITY
LO1 The variety of livingorganisms and theirclassification.
Explain the diversity ofliving organisms in a habitat,
Classify various animalsbased on commoncharacteristics,
Classify various plantsbased on commoncharacteristics,
Explain the importance of
biodiversity to theenvironment.
Discuss the diversity in the general
characteristics of living organisms.
Collect and classify various plantsand animals into a system based oncommon characteristics.a) Animal: Invertebrate, vertebrate,
mammal, fish, bird, amphibian,reptile.
b) Plant: Flowering plant, non-flowering plant, monocotyledon,dicotyledon.
c) Build a concept map on livingorganisms based on theclassification above.
Discuss the importance ofmaintaining the biological diversity asone of the countrys natural heritage.
Correlate
Compare &contrast
Characterise
Compare &differentiate
GenerateideasAnalyseGeneraliseConclude
Inferring
Observing
Classifying
Communicating
Having an
interestandcuriositytowardstheenvironment.
Beingsystematic.
Havingcritical andanalyticalthinking.
.Basic concept on
variety of livingorganisms has beenintroduced in primaryscience.
Emphasize only onthe classification inthe suggestedlearning activities.
Malaysia is one of thetwelve mega-biodiversity countriesin the world shouldbe highlighted
LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
Explain the steps taken topreserve and conserve livingorganisms,
Justify the importance of
conservation and preservation ofliving organisms,
Support activities organisedby various parties to preserve andconserve the living organisms.
living organisms.
Discussion on how the improvementin science and technology helps inthe conservation and preservation of
living organisms.
Run a campaign to stress on theimportance of conservation andpreservation / Carry out a role playinvolving the parties concerned insolving problems related to theconservation and preservation of
Conclude
Generate
ideasAnalyseGeneraliseConclude
Communicating
balance ofnature.
Havingcritical andanalyticalthinking.
people should beincluded.
20
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7/29/2019 yearly plan science form 2
21/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes& NobleValues
Notes
10
25/2
1/3/13
10
4
8/3/13
CHAPTER 3 : BIODIVERSITY
LO1 The variety of livingorganisms and theirclassification.
Explain the diversity ofliving organisms in a habitat,
Classify various animalsbased on commoncharacteristics,
Classify various plantsbased on commoncharacteristics,
Explain the importance of
biodiversity to theenvironment.
Discuss the diversity in the general
characteristics of living organisms.
Collect and classify various plantsand animals into a system based oncommon characteristics.a) Animal: Invertebrate, vertebrate,
mammal, fish, bird, amphibian,reptile.
b) Plant: Flowering plant, non-flowering plant, monocotyledon,dicotyledon.
c) Build a concept map on livingorganisms based on theclassification above.
Discuss the importance ofmaintaining the biological diversity asone of the countrys natural heritage.
Correlate
Compare &contrast
Characterise
Compare &differentiate
GenerateideasAnalyseGeneraliseConclude
Inferring
Observing
Classifying
Communicating
Having an
interestandcuriositytowardstheenvironment.
Beingsystematic.
Havingcritical andanalyticalthinking.
.Basic concept on
variety of livingorganisms has beenintroduced in primaryscience.
Emphasize only onthe classification inthe suggestedlearning activities.
Malaysia is one of thetwelve mega-biodiversity countriesin the world shouldbe highlighted
LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENTliving organisms.
21
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7/29/2019 yearly plan science form 2
22/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes& NobleValues
Notes
10
25/2
1/3/13
10
4
8/3/13
CHAPTER 3 : BIODIVERSITY
LO1 The variety of livingorganisms and theirclassification.
Explain the diversity ofliving organisms in a habitat,
Classify various animalsbased on commoncharacteristics,
Classify various plantsbased on commoncharacteristics,
Explain the importance of
biodiversity to theenvironment.
Discuss the diversity in the general
characteristics of living organisms.
Collect and classify various plantsand animals into a system based oncommon characteristics.a) Animal: Invertebrate, vertebrate,
mammal, fish, bird, amphibian,reptile.
b) Plant: Flowering plant, non-flowering plant, monocotyledon,dicotyledon.
c) Build a concept map on livingorganisms based on theclassification above.
Discuss the importance ofmaintaining the biological diversity asone of the countrys natural heritage.
Correlate
Compare &contrast
Characterise
Compare &differentiate
GenerateideasAnalyseGeneraliseConclude
Inferring
Observing
Classifying
Communicating
Having an
interestandcuriositytowardstheenvironment.
Beingsystematic.
Havingcritical andanalyticalthinking.
.Basic concept on
variety of livingorganisms has beenintroduced in primaryscience.
Emphasize only onthe classification inthe suggestedlearning activities.
Malaysia is one of thetwelve mega-biodiversity countriesin the world shouldbe highlighted
LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
14
8
12/4/13
LO6 The role of man inmaintaining the balance innature.
The effects of humanactivities on the balance innature,
How man solve problemsrelated to environment,
Human need a stable,
Carry out a brainstorming session todiscuss the environmental issuesaffecting the balance in nature and
how to solve it.
Carry out a discussion to justify thatman needs stable and productiveecosystem to ascertain a harmoniouslife.
CorrelateAnalyse
Generateideas(justify)
Inferring
Communicating
Beingrespectfuland well-
mannered.
Beingflexibleand open-minded.
Daring to
Example ofenvironmentalIssues: Global climatechange, habitat
destruction, speciesextinction, air, soiland water pollution,loss of wetlands, solidwaste management,deforestation, landoveruse, over fishing,toxin in the
22
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7/29/2019 yearly plan science form 2
23/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
& creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes& NobleValues
Notes
10
25/2
1/3/13
10
4
8/3/13
CHAPTER 3 : BIODIVERSITY
LO1 The variety of livingorganisms and theirclassification.
Explain the diversity ofliving organisms in a habitat,
Classify various animalsbased on commoncharacteristics,
Classify various plantsbased on commoncharacteristics,
Explain the importance of
biodiversity to theenvironment.
Discuss the diversity in the general
characteristics of living organisms.
Collect and classify various plantsand animals into a system based oncommon characteristics.a) Animal: Invertebrate, vertebrate,
mammal, fish, bird, amphibian,reptile.
b) Plant: Flowering plant, non-flowering plant, monocotyledon,dicotyledon.
c) Build a concept map on livingorganisms based on theclassification above.
Discuss the importance ofmaintaining the biological diversity asone of the countrys natural heritage.
Correlate
Compare &contrast
Characterise
Compare &differentiate
GenerateideasAnalyseGeneraliseConclude
Inferring
Observing
Classifying
Communicating
Having an
interestandcuriositytowardstheenvironment.
Beingsystematic.
Havingcritical andanalyticalthinking.
.Basic concept on
variety of livingorganisms has beenintroduced in primaryscience.
Emphasize only onthe classification inthe suggestedlearning activities.
Malaysia is one of thetwelve mega-biodiversity countriesin the world shouldbe highlighted
LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENTproductive and balancedecosystem.
try. environment.
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Created by CDC SZA 12
THEME: MATTER IN NATURELEARNING AREA: 1. WATER AND SOLUTION
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
&creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
15
16
19/4/13
CHAPTER 5 : WATER & SOLUTION
LO1 The physical characteristics ofwater.
State the meaning of thefreezing point of water,
The meaning of the boiling pointof water,
The physical characteristics ofwater,
Explain through example the
effects of impurities on thephysical characteristics ofwater.
Carry out activities to determine thefollowing:
a) the freezing point of water,b) the boiling point of water.
Carry out an activity to observe theeffects of impurities on the physical
characteristics of water.
Characterise
Correlate
Conclude
Observing
Definingoperationally
Interpreting data
Being honestand accuratein recordingandvalidatingdata
The kineticTheory should beintroduced.
Relate thefreezing andboiling point ofwater to thekinetic Theory.
24
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7/29/2019 yearly plan science form 2
25/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
&creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
16
22
26/4/13
LO2 The composition of water.
Determine the composition ofwater,
Test the presence of hydrogenand oxygen.
Carry out an electrolysis to determinethe ratio of hydrogen to oxygen in amolecule of water.
Characterise
Analyse
Visualising
Observing
Inferring
Definingoperationally
Havingcritical andanalyticalthinking
The ionic theoryon electrolysis isnot needed.Understand ngthat hydrogen isdischarge at thecathode andoxygen at theanode isadequate. Theratio of gases isrequired.
17
29/4
3/5/13
LO3 The process of evaporation ofwater.
Meaning of evaporation
Examples the factors that affectthe rate of evaporation of waterwith reference to the kinetictheory,
Compare and contrast betweenevaporation and boiling,
The application of theevaporation of water in daily life.
Carry out experiments to study thefactors affecting the rate ofevaporation of water i.e. humidity, thetemperature of the surrounding,surface area and the movement of air.
Discuss the factors affecting the rateof evaporation in relation to thekinetic theory.
Discuss the similarities anddifferences between evaporation and
boiling.
Gather information on evaporationprocess and its application in daily lifei.e. drying of clothes, preservation ofagricultural products and processingof food.
Characterise
Compare& contrast
GenerateideasAnalyseGeneraliseConclude
CorrelateCompile &differentiate
Observing
Measuringand usingnumbers
ExperimentingInterpreting dataDefiningoperational
lySpacing-timerelationship
Inferring
Being honestand accuratein recordingandvalidatingdata
Appreciatingthe balance
of nature
25
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7/29/2019 yearly plan science form 2
26/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
&creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
Classifying
18
6
10/5/13
19
13/5 17/5/13
20
20/5-
24/5
LO4 Solution and solubility.
Meanings of solute, solventand solution
Contrast and compare betweendilute solution, concentratedand saturated solution,
Explain what suspension is,
Explain what solubility is,
Explain the factors affecting thesolubility of solutes in water,
Explain the importance of wateras a universal solvent in life,
Give examples on the uses oforganic solvents in oureveryday life.
Discuss the differences betweensolute, solvent and solution.
Carry out activities to prepare a dilutesolution, a concentrated solution anda saturated solution.
Discuss the similarities and
differences between dilute solution,concentrated solution and saturatedsolution.
Carry out activities to illustrate thedifferences between a solution and asuspension.
Carry out experiments to determinethe factors affecting the solubility of asolute.a) Nature of solvent,b) Nature of solute,
c) Temperature.
Carry out experiment to determinethe factors affecting the rate ofdissolving:temperature,rate of stirring,
Characterise
Compare,Compile ,differentiate &
contrast
Visualising
Correlate
Compare& contrastGenerateideas
AnalyseSynthesisingGeneraliseConcludeForecastin
Observing
Classifying
Defining
operationally
Inferring
Communicating
Experimenting
Spacing-timerelationship
Havingcritical andanalyticalthinking
Appreciatingthecontribution
of scienceandtechnology
Daring to try
Being honestand accuratein recordingandvalidatingdata.
Introduceinsolublesediments areknown asresidue.
26
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7/29/2019 yearly plan science form 2
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Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
&creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
size of solute particle.
Discuss the importance of water as auniversal solvent in life.
Gather information on the applicationof organic solvents in daily life.
g
CUTI PERTENGAHAN TAHUN25 MEI 2013 9 JUN 2013
21
10
14/6/13
LO5 Acid and alkali.
Identify the properties of acid,
identify the properties of alkali,
State that acid and alkali onlyshow their properties in thepresence of water,
Explain through examples thedefinition of acid and alkali,
Identify the substances whichare acidic or alkaline ineveryday life,
State the uses of acid and alkaliin daily life,
Explain the meaning ofneutralisation,
Write an equation in words to
Carry out activities to study:a) the properties of acid in terms of
pH value, taste, corrosive nature,
effect on litmus paper, reactionwith metals such as magnesiumand zinc,
b) the characteristics of alkali interms of pH value, taste, corrosivenature, effect on litmus paper,
c) carry out a discussion to defineacid and alkali operationally.
Carry out activities to determine theacidic and alkaline substances in dailylife.
Gather information on the usage ofacid and alkali in everyday life such asin agriculture and industry.
Discuss on the meaning ofneutralisation.
Carry out an activity to show
Characterise
Compile &differentiate
CorrelateMakinganalogy
Compare& contrastGenerateideas
AnalyseSynthesisingGeneraliseConcludeForecasting
Observing
Classifying
Interpreting data
Definingoperationally
Communicating
Appreciatingthe
contributionof scienceandtechnology
Havingcritical andanalyticalthinking
Appreciatingthe balanceof nature
Caution:
Chemicals in the
laboratoryshould not betasted.Use only diluteacid and dilutealkali.
Do not useactive metalsuch aspotassium andsodium in thereaction with
acid.
27
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7/29/2019 yearly plan science form 2
28/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
&creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
describe the neutralisation
process,
Explain through examples theuses of neutralization in dailylife.
neutralisation using the hydrochloric
acid and sodium hydroxide of thesame concentration.
Discuss the application ofneutralization in daily life e.g. usingshampoo and conditioner and, insectbite.
22
17
21/6/13
LO6 The methods of waterpurification.
List the natural sources ofwater,
State the reasons for waterpurification,
Describe the various types ofwater purification,
Make a visit to a water purificationsite.
Brainstorming on the following:
natural resources of water,
the reasons for waterpurification.
Discuss the various types of waterpurification such as filtration, boiling,chlorination and distillation.
Carry out activities to study the
GenerateideasAnalyse
GeneraliseConclude
Compile &
Communicating
Defining
operationally
Classifying
Appreciatingandpracticingclean andhealthy living
Appreciatingthecontributionof scienceandtechnology
The latestdevelopment inwaterpurifications e.g.ultraviolet
treatment can bediscussed.
28
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7/29/2019 yearly plan science form 2
29/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
&creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
Compare the strengths andweaknesses of the various typesof water purification.
various types of water purification
such as filtration, boiling anddistillation.
Pupils present their findings to discussthe strengths and weaknesses of thevarious types of water purification.
differentia
te
Being
thankful toGod.
22
17
21/6/13
LO7 The water supply system.
Describe how the water supplysystem works,
Explain ways to save water.
Make a visit to a water processingplant to study the water supplysystem and stages involved in waterpurification.
Discuss the ways to save water. Do aproject on how much water theaverage household uses.
GenerateideasAnalyse
GeneraliseConclude
Communicating
Interpreting data
Having aninterest andcuriositytowards theenvironment.
22
17/6
21/6/13
LO8 The preservation of waterquality.
Give examples of waterpollutants,
Explain the effect of waterpollution on living things,
Explain ways to control waterpollution,
Explain ways to preserve waterand its quality.
Collect and interpret data on types ofwater pollutants which include:a) industrial waste such as chemical
and radioactive residues,b) domestic waste such as garbage
and sewage,c) chemicals from the agricultural
activities such as fertilisers andpesticides,
d) siltation caused by constructionsand deforestation,e) accidental spillage from tankers.
Conduct discussion on the effect ofwater pollution on living things.
Generate ideas on ways to control
Compile &differentiate
Characterise
Conclude
GenerateideasAnalyse
GeneraliseConcludeRelating
Classifying
Observing
Interpreting data
Communic
atingInferring
Predicting
Beingobjective
Having aninterest andcuriositytowards theenvironment.
Appreciatingandpracticingclean andhealthyliving.
29
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7/29/2019 yearly plan science form 2
30/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical
&creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
water pollution.
Discuss ways to conserve andpreserve water and its quality. Run acampaign on Love Our Rivers.
Visualisin
g
THEME: MATTER IN NATURELEARNING AREA: 2. AIR PRESSURE
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical &creativethinking
skills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
23
24
28/6/13
CHAPTER 6 : AIR PREESURE
LO1 Air pressure.
Explain the existence of airpressure with reference tothe Kinetic Theory,
Explain the factors affectingair pressure.
Carry out an activity to discuss thekinetic theory of gases.
Carry out an activity to show thatair exerts pressure.
Carry out activities to show thefactors affecting air pressure, i.e.volume and temperature.
Characterise
Analyse
Visualising
Generate ideasGeneraliseConclude
Observing
Inferring
Definingoperationally
Communicating
Realising thatscience is amean tounderstandnature.
Havingcritical andanalyticalthinking
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31/38
Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical &creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
23
24
28/6/13
LO2 The principle of air pressure
in daily life.
Explain with examples thingsthat use the principle of airpressure,
Generate ideas to solveproblems using the principleof air pressure,
Relate the safety measurestaken when using gas underhigh pressure.
Collect and interpret data onappliances that use the principle ofair pressure.
Gather information and discuss theapplication of air pressure insyringe, siphon, spraying pumpand drinking straw.
Discuss ways of using the principleof air pressure to solve dailyproblems such as blockage in sinksand pouring condensed milk from
a can.
*Teachers can design someactivities.
Gather information on how a gastank containing gas under highpressure works.
Discuss the safety precautionstaken when using gas under highpressure.
Characterise
Conclude
Generate ideasAnalyse
GeneraliseConcludeCorrelate
Observing
Interpretingdata
Communicating
Inferring
Appreciating
thecontributionof scienceandTechnology.
Havingcritical andanalyticalthinking.
Beingcooperative.
Caution:
Do not placetank containinggas under highpressure nearheat.
PENTAKSIRAN PUSAT24 - 27
THEME: FORCE AND MOTIONLEARNING AREA: 1. DYNAMICS
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Created by CDC SZA 12
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical &creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
Noble Values
Notes
28
29/7
2/8/13
28
29/7
2/8/13
CHAPTER 7 : DYNAMICS
LO1 Force.
State that a force is a push ora pull,
Explain the effects of forces,
Explain the various types offorces.
Carry out activities to showpushing and pulling are forces.
Carry out activities to show theeffects of force (changes in shape,position, speed and direction).
Carry out activities to showdifferent types of forces (frictional,gravitational, electrostatic andmagnetic force).
Characterise
Visualising
Sequencing
Compile &differentiateGenerate ideasAnalyseSynthesisingGeneralise
Observing
Definingoperationally
Using timespace-relationship
Classifying
Communicating
Rational andobjective inthinking.
Beingcooperative
Appreciatingthecontribution ofscience andtechnology.
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LO2 The measurement of force.
State the unit of force.
Principle of a spring balanceworks.
The magnitude of force.
Discuss the unit of force and theprinciple of a spring balance.
Carry out activity to measure themagnitude of force.
Characterise
Correlate
Conclude
Observing
Measuringand usingnumbers
Interpretingdata
Being honestand accuratein recordingand validatingdata.
Beingsystematic.
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LO3 Application of frictional force.
Explain with example theexistence of frictional force,
State the direction and themagnitude of frictional force,
Carry out an experiment toshow how different types of
Discuss with examples to show theexistence of frictional force.
Carry out activities to identify thedirection of frictional force andmeasure the magnitude of theforce.
Characterise
Correlate
Conclude
Visualising
Observing
Measuringand usingnumbers
Interpretingdata
Appreciatingthecontribution ofscience andtechnology.
Having critical
Ignore staticfrictional force
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Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical &creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
Noble Values
Notes
surfaces affects frictionalforce,
Explain the advantages anddisadvantages of friction,
Explain ways to increasefriction.
Explain ways to reducefriction,
Explain with examples theapplication of friction in dailylife.
Carry out an experiment to show
how different types of surfacesaffect the magnitude of frictionalforce.
Gather information and discuss theadvantages and disadvantages offriction.
Carry out activities on ways toincrease friction,reduce friction.
Discuss the application of
increasing and decreasing frictionin our daily life.
Compile &
differentiateGenerate ideasAnalyseSynthesisingConcludeGeneralise
Defining
operationally
Experimenting
Communicating
and analyticalthinking.
Beingcooperative.
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LO4 Application of work.
Explain with examples howwork is done,
State the unit for work,
Calculate the work done.
Discuss with examples to showwork done when an object ismoved by a force.
Carry out activities to determinethe work done by using:Work (J) = Force (N) X
Distance (m)
Compile &differentiateCorrelateGenerate ideasAnalyseSynthesisingConcludeGeneralise
Communicating
Measuringand usingnumbers
Interpretingdata
Beingcooperative.
Having criticaland analyticalthinking.
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LO5 Application of power.
State the meaning of power,
Carry out activities to determinepower by using:Power (W) = Work (J)
Visualising Definingoperationally
Being honestand accuratein recording
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Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical &creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
Noble Values
Notes
30/8/13
State the unit for power,
Calculate power on the workdone.
Time (s) Correlate
Conclude
Measuringand using
numbers
Interpretingdata
and validatingdata.
Beingsystematic.
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LO6 The importance of force in life.
Describe life if force does notexist.
Create an activity to show how lifewould be without force, e.g. in aposter, a sketch or skit.
CharacteriseGenerate ideasAnalyseSynthesisingGeneralise
Observing
Communicating
Appreciatingthecontribution ofscience andtechnology.
THEME: FORCE AND MOTION
LEARNING AREA: 2. SUPPPORT AND MOVEMENT
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical &creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
33
9
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CHAPTER 8 : SUPPORT &MOVEMNT
LO1 The support system in animals.
Explain the various supportsystems in vertebrates and
invertebrates,
Compare and contrast thesupport system between landand aquatic vertebrates,
Compare and contrast the
Gather information and discuss thevarious support systems ina) land and aquatic vertebrates,b) land and aquatic invertebrates.
.
Characterise
Visualising
Compile &differentiate
Observing
Definingoperationally
Classifying
Interest andinquisitive.
Realising thatscience is ameans to
understandnature.
Forinvertebratesintroduceexoskeletonendoskeleton,
hydrostaticskeleton
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Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical &creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
support system between landand aquatic invertebrates.
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LO2 The support system in plants.
Explain the various supportsystems in plants, in woodyand non-woody plants
Classify plants based on theirsupport systems.
Carry out activities to study the
various support systems in plants.
Carry out activities to classifyplants based on their supportsystems.
Characterise
Visualising
Compile &differentiate
Observing
Definingoperationally
Classifying
Interest andinquisitive.
Having aninterest andcuriositytowards theenvironment.
Features thathelp non-woody
plants includetendrils, thorns,air sacs inaquatic plants.
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LO3 Appreciating the supportsystem in living things.
Justify the important of thesupport system to livingthings
Discuss issues i.e.:a) inability of whales to moveback to the sea after beingwashed to shore,b) a crippled person usingcrutches for support.
Generate ideasAnalyseGeneraliseConclude
Visualising
Communicating
Definingoperationally
Beingthankful toGod.
THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
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LEARNING AREA: 1. STABILITY
Week& date
Chapters & Learning Outcomes Suggested Learning Activities
CCTS(Critical &creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
35
23
27/9/13
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CHAPTER 9 : STABILITY
LO1 Factors affecting the stability
Determine the point ofequilibrium in regular andirregular shapes,
Relate the point ofequilibrium as the centre ofgravity of objects,
Relate the centre of gravity
to the stability of objects.
Carry out activities to find thepoint of equilibrium in regular andirregular shapes.
Carry out an experiment to find outhow the centre of gravity affectsthe stability of an object bymanipulating theheight,base area.
Discuss the relationship betweenthe centre of gravity to stability.
Characterise
Correlate
Compile &differentiate
Visualising
Observing
Inferring
Classifying
Definingoperationally
Beingcooperative.
Havingcritical andanalyticalthinking.
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LO2 Appreciating the importanceof stability.
Ways to improve thestability of objects aroundthem,
Explain with examples theapplication of stability in life.
Carry out a brain storming sessionon ways to improve stability.
Carry out activities like projects orgames to build models byapplying the concept of stability.
CharacteriseCorrelate bysuggesting
Generate ideasAnalyseGeneraliseConclude
Visualising
ObservingInferring
Communicating
Defining
operationally
Appreciatingthecontributionof scienceandtechnology.
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THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETYLEARNING AREA: 2. SIMPLE MACHINE
Week& date
Chapters & LearningOutcomes
Suggested Learning Activities
CCTS(Critical &creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
38
14
18/10/13
39
21
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CHAPTER 10 : SIMPLEMACHINE
LO1 Levers.
List things around themthat use the principle ofthe lever,
State what a lever cando,
Identify load, force andfulcrum in the lever,
Classify levers,
Explain what is meantby the moment of a
force,
Solve problems relatedto levers.
Discuss that the lever enables us to:a) change a small force into a big force,b) change a small movement into a
large movement,c) state that the moment of force =
force X perpendicular distance frompivot to force.
Make an observation to identify theload, force and fulcrum then classifythem into first, second and third classlevers.
Carry out an activity to show therelationship between moment and theproduct of force and distance.
Solving problems related to levers usingthe following formulae:Load (N) X distance of the load fromfulcrum (m) = Force (N) X distance ofthe force from the fulcrum (m)
Characterise
Correlate
Makinganalogy
GenerateideasAnalyseGeneraliseConcludeCompile &differentiate
Correlate
Observing
Inferring
Definingoperationally
Communicating
Classifying
Measuringand usingnumbers.
Ability tothink criticallyandanalytically.
When we openthe door or usea wrench toloosen a nut,we areapplying aforce thatcauses aturning effectto accomplishthe desiredtask. Theturning effect
is called themoment of aforce.
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Created by CDC SZA 12
Week& date
Chapters & LearningOutcomes
Suggested Learning Activities
CCTS(Critical &creativethinkingskills)
SPS(ScienceProcessSkills)
ScientificAttitudes &
NobleValues
Notes
40-41
28/10
8/11/13
LO2 Appreciating the
innovative efforts in thedesign of machine tosimplify work.
Design or improvise adevice using theprinciple of a lever.
Carry out a project to build a deviceusing the principles of a lever.
Characterise
CorrelateGenerateideasAnalyseGeneraliseConclude
Observing
Measuringand usingnumbers
Communicating
Appreciatingthecontributionof scienceandtechnology.
42Kemaskini fail peribadi pelajar sains tingkatan 2 2013.
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