YEARLY PLAN FORM 2

SMK SERIAN

SCHEME OF WORK SCIENCE FORM 2 (2011)

 

THEME        :    MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA    :    1. 0 THE WORLD THROUGH OUR SENSES Chapter 1)

 

Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
. 1           4 JAN / 6 JAN	Understanding the sensory organs and their functions A student is able to: Identify and relate a sensory organ to its stimulus, State the pathway from stimulus to response: Stimulus® Sensory organs® Nerves® Brain® Nerves® Response	Carry out activities to make connection between the five senses, the sensory organs and the stimuli.   Discuss what happens in our body after a stimulus is detected.	Constructivism     Discussion	Observing     Communicating	2	The five sensory organs have been introduced in Primary Science.
2         10 JAN / 14 JAN	Understanding the sense of touch. A student is able to: Identify the structure of the human skin involved in stimuli detection, State the function of different receptor – pressure, heat, pain, Draw conclusion on the sensitivity of the skin at different part of the body towards stimuli.	Carry out activities to study the following: a) Structure of the human skin involved in stimuli detection, b) Sensitivity of the skin at different parts of the body towards stimuli   Discuss the sensitivity of the skin in connection to the following situation: a) receiving an injection b) using Braille	Experiment and discovery.       Discussion	Observing and experimenting	2	The structures of the receptors are not required.
	1.3    Understanding the sense of smell. A student is able to: Identify the structure of the nose Identify the position of the sensory cells in the detection of smell	Discuss the structure of the nose and the position of the sensory cells using model, charts, computer software and other teaching aids.	Observing   Discussion	Identifying   Communicating	1
Week	Learning Objectives / Learning Outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
3   17 / 21 Jan	1.4 Understanding the sense of taste A student is able to: Identify the different areas of the tongue that respond to different taste, Related the sense of taste with the sense of smell.	Carry out activities to detect the different areas of the tongue that respond to different tastes.   Carry out activities to find how taste is related to smell.	Inquiry Discovery   Constructivism	Identifying   Relating	2
	1.5 Understanding the sense of hearing. A student is able to: Identify the structure of the human ear. Explain the function of the different parts of the ear, Describe how we hear.	Observe and identify the structure of the human ear. Discuss the function of each part of the ear. Discuss the hearing mechanism.	Contextual learning	Describing   Explanation   Identifying	2	Teacher is encouraged to use computer simulation to illustrate the hearing mechanism
4   24 / 28 Jan             5   7 FEB /   11 FEB	1.6 Understanding the sense of sight. A student is able to: Identify the structure of human eye, Explain the function of different parts of the eye, Describe how we see	Examine the cow's eye or model of human eye.   Collect information on structure and function of each part of the eye.   Discuss how we see.			3   2
	1.7 Understanding light and sight. A student is able to: Describe the properties or light i.e reflection and refraction, State the various defects of vision, Explain ways to correct vision defects, State and give examples of the limitations of sight, Connect stereoscopic and monocular visions with the survival of animal, Identify the appropriations of sight.	Carry out activities to study: a) Reflection of light, b) Refraction of light between two mediums of different density. Collect information about the types of defects of vision and the contribution/use of technology to rectify them Carry out activities to show what short sightedness and long sightedness are and how to correct them.	Experiment               Contextual learning	Inferring   Predicting Communicating	2   1   3	Relate the properties of light to natural phenomena and daily usage. Angles of incidence, reflection, refraction and normal are not required. Astigmatism, optical illusions, blind-spot, monocular and stereoscopic visions should be introduced. Microscope, magnifying glass, telescope,
Week	Learning Objectives/ Learning Outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
6   14 Feb / 18 Feb   7   21Feb / 25 Feb		Discuss what astigmatism is and the way to correct it. Carry out activities to investigate the following: Optical illusion, Blind-spot. Discuss the connection between stereoscopic vision and monocular vision with the survival of animals. Gather information about the device to overcome the limitation of sight.		Generating idea   Communicating	2   2   1	Binoculars, ultrasound scanning device, X-ray, periscope should be included.         (CUTI TAHUN BARU CINA 2011) 31 Jan – 4 Feb 2011
8     28 Feb / 4 Mac	1.8 Understanding sound and hearing. A student is able to: Describe the properties of sound, Explain the reflection and absorption of sound, Explain ways of rectifying the defects in hearing, State the limitation of hearing, State the device used to overcome the limitations of hearing, Explain stereophonic hearing	Carry out activities to investigate: The production of sound. The need of medium for sound to travel. The reflection and absorption of sound. Collect information about The defects of hearing, Ways to rectify the defects of hearing. Discuss the limitations of hearing and ways of improving it. Carry out activities to investigate the need for stereophonic hearing in determining the direction of sound.	Experiment     Discussion	Observing   Inferring	2   2         3	Include devices such as hearing aids and stethoscope.
9   07 Mac /   11 Mac	1.9 Understanding the stimuli and responses in plants. A student is able to: State the stimuli that cause response in plants, Identify the part of plants sensitive to specific stimulus, Related the response in plants to their survival. PEKA Test 1	Carry out experiments to investigate and identify: Stimuli detected by plants, The parts of the plants sensitive to specific stimulus.   Discuss in what ways the response of plants towards stimuli are important for their survival.	Inquiry Discovery   Experiment	Making inference   Relating	3	Responses in plants should include phototropism, geotropism, hydrotropism, nastic movement, trigomotropism.

 

LEARNING AREA        :     2. NUTRITION (Chapter 2)

 

Week	Learning Objectives/ Learning Outcomes	Suggested Learning Activities		Approach Strategy	Skills		No of periods		Notes
10   14 Mac / 18 Mac	2.1 Analysing the classes of food. A student is able to: Explain through examples the classes of food, State the function of each 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 their functions.   Carry out activities to test for starch (iodine solution), protein (Million's reagent) and fats (alcohol-emulsion test).	Experiment   Contextual learning   Discussion		Brainstorming   Explanation   Making inference   Defining operationally		2   3		TEST 1
Week 11: MID SEMESTER BREAK 12 Mac – 20 Mac 2011
12   21 MAC / 25 Mac	Evaluating the importance of a balanced diet.   A student is able to: State what a balanced diet is, State the factors that must be considered when planning a balanced diet, Explain how the factors effect a balanced diet, State the quantity of energy in each gram of carbohydrate, protein and fats.	Discuss: a) what balanced died is, b) the factor that determine a person's balanced diet: age, size, sex, job, climate, state of health. Collect food wrappers that show calorific value of food and make a list to show the calorific value for each type of food. Discuss to estimate the calories of food taken in a meal. Plan a balanced diet for a day. (breakfast, lunch and dinner) Estimate the calories of food taken in a meal, Plan a balanced diet.		Inquiry Discovery   Mastery learning   Discussion		Brainstorming   Predicting   Defining operationally		2
Week	Learning Objectives / Learning Outcomes	Suggested Learning Activities		Approach Strategy		Skills		No of periods		Notes
13 / 14     28 Mac / 08 April	2.3 Understanding the digestive system in man. A student is able to:   Explain what digestion is, Identify the parts of the digestive system, Describe the flow of food particles in the alimentary canal, State the function of the organs in the digestive system, Describe the process of digestion in the alimentary canal, List the end products of digestion of carbohydrate, protein and fats.	Discuss that digestion is the breakdown of large food molecules into smaller soluble molecules that can be readily absorbed by the body.   Identify parts of the digestive system and the flow of food particles in the alimentary canal using model/chart/CD ROM. Discus the functions of the various organs in the digestive system and the enzymes found. Carry out activities to show the action of the enzyme in the saliva on starch.		Constructivism     Discussion     Experiment		Discussion     Identifying     Communicating		2             3		22 April   "Good Friday 2011"
14	2.4 Understanding the process of absorption of digested food. A student is able to: Explain the process of absorption of the products of digestion, Make inference about the absorption of glucose through a Visking tube	Discuss the process of absorption of the product of digestion in the small intestine.   Carry out an experiment to show the absorption of glucose through a Visking tube.		Contextual learning     Discussion   Experiment		Making inference   Explanation		2
Week	Learning Objectives\Learning outcomes	Suggested Learning Activities		Approach Strategy		Skills		No of periods		Notes
15   11 April / 15 April	2.5 Understanding the reabsorption of water and defecation. A student is able to: State how water is reabsorbed in the large intestine, Explain defecation, Relate the problem of defecation with eating habits	Discuss the reabsorption of water by the large intestine and the process of defection.   Discuss the importance of good eating habits to avoid constipation.		Constructivism       Group discussion		Observing   Communicating Relating		2
	2.6 Put into practice the habits of healthy eating. A student is able to: Justify the importance of eating nutritious food, Put in practice good eating habits, Justify the generous distribution of food to the underprivileged / needy, Relate the dining culture of different people conforming to sensitivities and religious beliefs.	Plan and carry out a healthy eating habit. Discuss the following topics: Practicing good eating habit i.e. eating nutritious food and eating nutritious food and eating in moderation, The generous distribution of food to the underprivileged / needy, Cultural practices in dining conforming to sensitivities and religious beliefs.		Mastery learning     Discussion		Justifying   Relating   Predicting		1

 

THEME:    MAN AND THE VARIETY OF LIVING THINGS

LEARNING AREA:        3.0 BIODIVERSITY (Chapter 3)

 

Week	Learning Objectives/ Learning Outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
16       18 April / 21 April	3.1 Understanding variety of living organisms and their classification A student is able to: Explain the diversity of living organisms in a habitat. Classify various animals based on common characteristics, Classify various plants based on common characteristics, Explain the importance of biodiversity to the environment.                   PEKA Test 2	Discuss the diversity in the general characteristics of living organisms.   Collect and classify various plants and animals into a system based on common characteristics. Animal: invertebrate, vertebrate, mammal, fish, bird, amphibian, reptile. Plant: flowering plant, non flowering plant, monocotyledon, dicotyledon. Build a concept map on living organisms based on the classification above.   Discuss the importance of maintaining the biological diversity as one of the country's natural heritage.	Mastery learning   Discussion	Classifying   Generating ideas	2   2       1	Basic concept on variety of living organisms has been introduced in primary science.   Emphasize only on the classification in the suggested learning activities.     Malaysia is one of the mega-biodiversity countries in the world should be highlighted.

 

LEARNING AREA    :    4.0 INTERDEPENDENCE AMONG LIVING ORGANISM AND THE ENVIRONMENT (Chapter 4)

 

Week	Learning Objectives/ Learning Outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
17     25 April / 29 April	4.1 Analysing the interdependence among living organisms. A student is able to: State what species, population and community are, State what habitat and ecosystem are, Identify various habitats in one ecosystem, Explain through examples the interdependence among living organisms and the environment to create a balanced ecosystem.	Carry out a field work to study species, habitat, population, community in an ecosystem.   Carry out a discussion on interdependence among living organisms and the environment to create a balanced ecosystem.	Inquiry discovery     Discussion	Observing   Identifying	2	Basic concept of habitat has been introduced in primary school.     During the field work the concept of ecology will be constructed through contextual learning.
17         25 April / 29 April	4.2 Evaluating the interaction between living organisms. A student is able to:   List the type of interactions between living organisms, Explain the examples the interactions between living organisms, Justify the importance of interaction between living organisms and the environment, Explain through examples the advantages and disadvantages of biological control in regulating the number of pest in certain areas.	Collect and interpret data on the types of interactions between living organisms as follows: Prey-predator, Symbiosis: commensalisms, mutualism and parasitism e.g. remora and shark, algae and fungi, type worm and man, Competition.   Conduct an activity to show the importance of the interaction between organism and the environment.   Discuss the advantage of biological control in regulating the numbers of pests in certain areas.	Constructivism   Explanation   Discussion	Justifying   Generating ideas   Predicting	3	Basic concept of prey predator and competition has been taught in primary school.             Refer to local issues like the crow problem in Kelang.

 

 

Week	Learning Objectives\Learning outcomes		Suggested Learning Activities	Approach Strategy			Skills		No of periods		Notes
18   03 May / 06 May	4.3 Synthesizing food web. A student is able to:   Explain what producers, consumers and decomposers are, Combine a few food chains to construct a food web, Identify the producer, consumer and decomposer in a food web, Construct the pyramid number from the food chain, Relate the food web and the pyramid number to energy flow, Predict the consequences if a certain component of living organisms in the ecosystem are missing.		Collect and interpret data on the producer, consumer, decomposer and pyramid number.   Construct a food web from a few food chains and identify the producer, consumer and decomposer.   Discuss the energy flow in the food web constructed.   Conduct a game to show the effects of an increase or decrease in the number of organisms in a pyramid number. Discuss the consequences in a component of living organisms in an ecosystem is missing.		Inquiry discovery     Discussion		Observing   Generating ideas   Predicting     Relating		2		Food chain has been taught in primary science.           Refer to the crown of thorn problem in the coral reef in the marine parks.
19   09 May   / 13 May	4.4 Analysing photosynthesis. A student is able to:   State what photosynthesis is, State the factor required for photosynthesis, State products of photosynthesis , Control the variables that are required for photosynthesis, Explain the role of photosynthesis in maintaining a balanced ecosystem.		Carry out discussion on what photosynthesis is.   Carry out experiments to determine the factors needed for photosynthesis i.e. carbon dioxide, water, light and chlorophyll.   Discuss the importance of photosynthesis in maintaining a balanced ecosystem. Discuss the carbon and oxygen cycles.		Experiment   Constructivism       Discussion		Defining operationally   Analysing		2		The carbon and oxygen cycles should be included.
Week	Learning Objectives\Learning outcomes	Suggested Learning Activities		Approach Strategy		Skills		No of periods		Notes
	4.5 Evaluating the importance of conservation and preservation of living organism. A student is able to:   Explain what conservation and preservation are, Explain the steps taken to preserve and conserve living organisms, Justify the importance of conservation and preservation of living organisms, Support activities organized by various parties to preserve and conserve the living organisms.	Collect and interpret data on the conservation and preservation of living organisms.   Carry out a field work in natural forest reserve (wetlands, highland forest or tropical rain forest) or an animal sanctuary to study the conservation and preservation of living organisms.   Carry out the discussion on how the improvement in science and technology helps in the conservation of living organisms.   Run a campaign to stress on the importance of conservation and preservation of living organisms.		Discussion		Brainstorming     Observing		1		The role of man in conservation and preservation has been highlighted in primary school.       Forest is also home to some indigenous people should be include.
20   16 May / 20 May	4.6 Evaluating the role of man in maintaining the balance in nature. A student is able to:   Explain the effects of human activities on the balance in nature, Describe how man solves problem related to environment, Justify that human need a stable, productive and balanced ecosystem.	Carry out a brainstorming session to discuss the environmental issues affecting the balance in nature and how to solve it.   Carry out a discussion to justify that man needs stable and productive ecosystem to ascertain a harmonious life.		Discussion		Brainstorming   Observing		1		Examples of environmental issues: Global climate change, habitat destruction, species extinction, air, soil and water pollution, loss of wetlands, solid waste management, deforestation, land overuse, over fishing, toxin in the environment, (release of excessive chemicals into our environment – includes pesticides, fertilizers and pollutants).

 

 

THEME        :    MATTER IN NATURE

LEARNING AREA    :    5.0    WATER AND SOLUTION

Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
20                           21   23 May / 27 May     22 / 23	5.1 Analysing the physical characteristics of water. A student is able to: State the meaning of the freezing point of water, State the meaning of the boiling point of water, Describe the physical characteristics of water, Explain through examples the effects of impurities on the physical characteristics of water.     FIRST TERM EXAMINATION (23 MAY – 27 MAY )         WEEK 22 – 23 28/5 – 12/6/2011 FIRST TERM HOLIDAY Week 23-24	Carry out activities to determine the following: The freezing point of water, The boiling point of water.   Carry out an activity to observe the effects of impurities on the physical characteristics of water.	Inquiry discovery   Experiment	Defining operationally   Communicating   Explanation	4	The Kinetic Theory should be introduced.   Related the freezing and boiling point of water to the Kinetic Theory.
Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
24   13 Jun / 17 Jun	SECOND SEMESTER 2011   5.2 Analysing the composition of water. A student is able to: Determine the composition of water, Test the presence of hydrogen and oxygen.	Carry out electrolysis to determine the ratio of hydrogen to oxygen in a molecule of water.	Contextual learning   Experiment	Analysing Experimenting Communicating   Making inference	3	The ionic theory on electrolysis is not needed. Understanding that hydrogen is discharged at the cathode and oxygen at the anode is adequate. The ratio of gases is required.

 

Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
25   20 Jun / 24 Jun	5.3 Analysing the process of evaporation of water. A student is able to: Explain what evaporation is, Explain through examples the factors that effect the rate of evaporation of water with reference to the Kinetic Theory, Compare and contrast between evaporation and boiling, Describe the application of the evaporation of water in daily life.	Carry out experiments to study the factors affecting the rate of evaporation of water i.e. humidity, the temperature of the surrounding, surface area and the movement of air. Discuss the factors affecting the rate of evaporation in relation to the Kinetic Theory. Discuss the similarities and differences between evaporation and boiling. Gather information process and its application in daily life. i.e. drying of clothes, preservation of agricultural products and processing of food.	Experiment   Inquiry discovery   Discussion	Experimenting   Making inference   Communicating     Analysing	2                       3
25       26   27 Jun / 1 July	5.4 Analysing solution and solubility A student is able to: Explain what solute, solvent and solution are, Contrast and compare between dilute solution, concentrated and saturated solution, Explain what suspension is, Explain what solubility is,   Explain the factors affecting the solubility of solutes in water, Explain the importance of water as a universal solvent in life,	Discuss the differences between solute, solvent and solution. Carry out activities to prepare a dilute solution, a concentrated solution and a saturated solution.   Discuss the similarities and the differences between dilute solution, concentrated solution and saturated solution.   Carry out activities to illustrate the differences between a solution and suspension.	Inquiry discovery   Experiment   Discussion	Observing and experimenting   Communicating		Introduce insoluble sediments are known as residue.
Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
	Give examples on the uses of organic solvents in our everyday life.	Carry out experiments to determine the factor affecting the solubility of a solute. Nature of solvent, Nature of solute, Temperature.   Carry out experiments to determine the factors affecting the rate of dissolving: Temperature, Rate of stirring, Size of solute particle.   Discuss the importance of water as a universal solvent in life.   Gather information on the application of organic solvents in daily life.

 

 

 

Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
27     04 July / 08 July                         28   11 July / 15 July	5.5 Analysing acid and alkali. A student is able to: Identify the properties of acid, identify the properties of alkali, State that acid and alkali only show their properties in the presence of water, Explain through examples the definition of acid and alkali, Identify the substances which are acidic or alkaline in everyday life, State the uses of acid and alkali in daily life, Explain the meaning of neutralization process, Explain through examples the uses of neutralization in daily life.	Carry out activities to study:   Identify the properties of acid in terms of pH value, taste, corrosive nature, effect on litmus paper, reaction with metals such as magnesium and zinc, The characteristics of alkali in terms of pH value, taste, corrosive nature, effect on litmus paper, Carry out a discussion to define acid and alkali operationally.   Carry out activities to determine the acidic and alkaline substances in daily life.   Gather information on the usage of acid and alkali in everyday life such as in agriculture and industry.   Discuss on the meaning of neutralization.   Carry out an activity to show neutralization using the hydroxide of the same concentration.   Discuss the application of neutralization in daily life e.g. using shampoo and conditioner and insect bite.	Constructivism     Experiment and discovery     Explanation   Discussion	Defining operationally   Experimenting and observing   Making inference	2   2   1               3	Caution:   Chemicals in the laboratory should not be tasted.   Use only dilute acid and dilute alkali.   Do not use active metals such as Potassium and Sodium in the reaction with acid.

 

 

 

 

 

Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
28       11 July / 15 July	5.6 Analysing the methods of water purification. A student is able to:   List the natural sources of water, State the reasons for water purification, Compare the strengths and weaknesses of the various types of water purification	Make a visit to a water purification site.   Brainstorming on the following: Natural resources or water, The reasons for water purification.   Discuss the various types of water purification such as filtration, boiling, chlorination, and distillation. Carry out activities to study the various types of water purification such as filtration, boiling and distillation.   Pupils present their findings to discuss the strengths and weakness of various type of water purification.	Inquiry discovery     Explanation   Group discussion	Observing     Communicating     Analysing	2	The latest developments in water purification e.g. ultra-violet treatment can be discussed.
29   18 July / 22 July	5.7 Analysing the water supply system. A student is able to: Describe how the water supply system work, Explain ways to save water	Make a visit to a water processing plant to study the water supply system and stages involved in water purification.   Discuss the ways to save water. Do a project on how much water in the average household uses.	Contextual learning     Discussion	Observing   Communicating	2

 

 

Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
29               18 July / 22 July	5.8 Understanding the preservation of water quality. A student is able to:   Give examples of water pollutants, Explain the effect of water pollution on living things, Explain ways to control water pollution, Explain ways to preserve water and its quality	Collect and interpret data on types of water pollutants which include: Industrial waste such as chemical and radioactive residues, Domestic waste such as garbage and sewage, Chemical from the agricultural activities such as fertilizers and pesticides, Siltation caused by construction and deforestation, Accidental spillage from tankers.   Conduct discussion on the effect of water pollution. Generate ideas on ways to control water pollution.   Discuss ways to conserve and preserve water and its quality. Run a campaign on 'Love Our River'.	Constructivism   Discussion	Observing   Generating ideas	3

 

LEARNING AREA:     6.0 AIR PRESSURE

 

Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
30   25 Jul / 29 Jul	6.1 Understanding air pressure. A student is able to: Explain the existence of air pressure with reference to the Kinetic Theory, Explain the factors affecting air pressure.	Carry out an activity to discuss the kinetic theory of gases.   Carry out an activity to show that air exerts pressure.   Carry out activities to show the factors affecting air pressure, i.e. volume and temperature.	Experiment discovery     Discussion	Experimenting   Communication	2
30       25 Jul / 29 Jul	6.2 Applying the principle of air pressure in daily life . A student is able to:   Explain with examples things that use the principle of air pressure, Generate ideas to solve problems using the principle of air pressure, Relate the safety measures taken when using gas under high pressure.	Collect and interpreted data on appliances that use the principle of air pressure.   Gather information and discuss the application of air pressure in syringe, siphon, spraying pump and drinking straw.   Discuss ways of using the principle of air pressure to solve daily problems such as blockage in skins and pouring condensed milk from a can.   Gather information on how a gas tank containing gas under high pressure works.   Discuss the safety precautions taken when using gas under high pressure.	Mastery Learning     Discussion	Brainstorming   Explanation   Observing	3	Caution:   Do not place tank containing gas under high pressure near heat.

 

LEARNING AREA:    7.0 DYNAMICS

 

Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
31   01 Aug / 05 Aug	7.1 Understanding force.   A student is able to: State that a force is push or a pull, Explain the effects of forces, Explain the various types of forces.	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).	Experiment discovery   Discussion	Experimenting   Making inferences	4
31	7.2 Understanding the measurement of force. A student is able to: State the unit of force, Explain how a spring balance work, Measure the magnitude of force.	Discuss the unit of force and the principle of a spring balance.   Carry out activity to measure the magnitude of force.			1     2
Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
32             08 Aug / 12 Aug                     33	7.3 Application of frictional force.   A student is able to:   Explain with example the existence of frictional force, State the direction and the magnitude of frictional force, Carry out an experiment to show how different types of surfaces affect frictional force, Explain the advantages and disadvantages of friction, Explain ways to increase friction, Explain ways to reduce friction, Explain with examples the application of friction in daily life.         PEKA TEST 3	Discuss with examples to show the existence of frictional force.   Carry out activities to identify the direction of frictional force and measure the magnitude of the force.   Carry out an experiment to show how different types of surfaces affect the magnitude of frictional force.   Gather information and discuss the advantages and disadvantages of friction.   Carry out activities on ways to a) increase friction, b) reduce friction.   Discuss the application of increasing and decreasing friction in our daily life.	Inquiry discovery     Explanation     Experiment	Observing     Making inference   Communicating	2   1   2   2     1                       2	Ignore static frictional force.                 TEST 2
33     16 Aug / 20 Aug	7.4 Application of work. A student is able to:   Explain with examples how work is done, State the unit of work, Calculate the work done	Discuss with examples to show work is done when an object is move by a force.   Carry out activities to determine the work done by using:   Work (J) = Force (N) X Distance (m)	Constructivism   Explanation   Discussion	Communicating	2
Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
33 34 22 Aug / 26 Aug	7.5 Application of power. A student is able to: State the meaning of power, State the unit of power Calculate power on the work done.	Carry out activities to determine power by using:   Power (W)=Work (J) Time (S)			2
	7.6 Analysing the importance of force in life.   A student is able to:   Describe how life will be if force does not exist.	Create an activity e.g. drawing a poster, sketching or acting to show how life would be without force.			1

 

LEARNING AREA:    8. 0 SUPPORT AND MOVEMENT

 

Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
34 29 Aug / 02 September HARI RAYA     35	8.1 Understanding the support systems in animals. A student is able to: Explain the support system in vertebrates and the various support system in invertebrates, Compare and contrast the support system between land and aquatic vertebrates, Compare and contrast the support system between land and aquatic invertebrates	Gather information and discuss the various support system in Land and aquatic vertebrates, Land and aquatic invertebrates.   Carry out discussions on the following: Similarities and differences between support system in land and aquatic vertebrates, Similarities and differences between support system in land and aquatic invertebrates.	Mastery learning   Discussion	Observing   Generating ideas   Analysing   Predicting	2	For invertebrates introduce exoskeleton, endoskeleton,and hydrostatic skeleton.
35     36 05 Sept / 09 Sept	8.2 Understanding the support systems in plants. A student is able to: Explain the various support systems in woody and non- woody plants, Classify plants based on their support systems.	Carry out field work to study various support systems of plants.   Carry out activities to classify plants based on their support system.			2	Features that help non-woody plants include tendrils, thorns, air sacs in aquatic plants.
37   12 Sept / 15 Sept	8.3 Appreciating the support system in living things. A student is able to: Justify the importance of the support system to living things.	Discuss issues e.g. Inability of whales to move back to sea after being washed ashore, A crippled person using crutches for support.			1

 

THEME: TECNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

LEARNING AREA: 9.0 STABILITY

 

Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
37     12 Sept / 15 Sept	9.1 Understanding that the center of gravity affects stability. A student is able to: Determine the point of equilibrium in regular and irregular shapes, Relate the point of equilibrium as the center of gravity of objects, Relate the center of gravity to stability of objects.	Carry out activities to find the point of equilibrium in regular and irregular shapes.   Carry out an experiment to find out how the center of gravity affects on stability of an object by manipulating the Height, Base area.   Discuss the relationship between the center of gravity and stability.	Experiment discovery     Discussion	Experimenting     Communicating     Relating	4
38   19 Sept / 23 Sept	9.2 Appreciating the importance of stability. A student is able to: Suggest ways to improve the stability of objects around them, Explain with examples the application of stability in life.	Carry out brainstorming session on ways to improve stability.   Carry out activities like doing projects or playing games to build models by applying the concept of stability.		Generating ideas   Explanation	1

 

 

 

 

 

 

 

 

 

 

 

LEARNING AREA: 10.0 SIMPLE MACHINE

 

Week	Learning Objectives\Learning outcomes	Suggested Learning Activities	Approach Strategy	Skills	No of periods	Notes
38     19 Sept / 23 Sept	10.1 Analysing levers. A student is able to: List things around them that use to principle of the lever, State what a lever can do, Identify load, force and fulcrum in the livers, Explain what is meant by the moment of a force,	Discuss how a small effort can overcome a large load with the use of a lever.   Make an observation on devices that use the principle of levers. Identify the load, force and fulcrum, and then classify the system into first, second and third class levers. Discuss how humans apply the principles of levers 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 and the product of force and distance.	Experiment discovery     Constructivism	Experimenting   Making inferences   Classifying   Defining operationally	2     2         1               1	When we open the door or use a wrench to loosen a nut, we are applying a force that causes a turning effect to accomplish the desired task. The turning effect is called the moment of a force.
39   26 Sept / 30 Sept	Solve problems related to levers.   Solving problem related to levers using the following formulate: Load (N) X distance of the load forum fulcrum (m) = Force (N) X distance of the force from the fulcrum (m)				2
39	10.2 Appreciating the innovative efforts in the design of machine to simplify work. A student is able to:   Design or improvise a device that uses the principle of a lever.	Carry out a project to build a device using the principle of a lever.			2
40 & 45   45 & 46	REVISION   SECOND TERM EXAMINATION ( 24/10 / - 04/11 /2011)/ CORRECTION (08/11/2011 – 18.11.2011)/ CUTI AKHIR TAHUN (19/11/2011 – 01.01.1012)