DATE : 30.4.2012
DAY : MONDAY
Science | |
3J(12.50-2.00) | |
Learning area | Land and its resources |
Learning objective | Understanding silicon compounds |
Learning outcome |
|
Learning activity | Carry out activities to study the properties of silicon compounds to their stability (PEKA Science) (SPS activities 6.5, 6.6 and 6.7) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Having an interest and curious towards the environment. Realising that science is a mean to understand nature. |
Reflection | 40% of students are able to Relate the properties of silicon compounds to their stability and state the different forms of silicon compounds |
Science | |
3D(4.00-5.10) | |
Learning area | Land and its resources |
Learning objective | Understanding silicon compounds |
Learning outcome |
|
Learning activity | Carry out activities to study the properties of silicon compounds to their stability (PEKA Science) (SPS activities 6.5, 6.6 and 6.7) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Having an interest and curious towards the environment. Realising that science is a mean to understand nature. |
Reflection | 90% of students are able to Relate the properties of silicon compounds to their stability and state the different forms of silicon compounds |
Science | |
2E(5.10-6.20) | |
Learning area | Interdependence among living organisms and the environment |
Learning objective | Synthesising food web |
Learning outcome | Explain what producers, consumers and decomposers are and combine a few food chains to construct a food web |
Learning activity | Discussion on the producer, consumer and decomposer and construct a food web from a few food chains (SPS activities 4.5 and 4.6) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Realising the science is a means to understand nature. |
Reflection | 70% of students are able to explain what producers, consumers and decomposers are and combine a few food chains to construct a food web |
DATE : 01.05.2012
DAY : TUESDAY
LABOUR DAY
DATE : 2.5.2012
DAY : WEDNESDAY
Science | |
3J(12.50-2.00) | |
Learning area | Land and its resources |
Learning objective | Analysing calcium compounds |
Learning outcome |
|
Learning activity | Carry out an experiment to study the properties of calcium carbonate (PEKA Science) (SPS activity 6.8) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Realising the science is a means to understand nature. |
Reflection | 50% of students are able to state the properties of Describe the properties of calcium carbonate and write equation in words for the reactions of calcium carbonate |
Science | |
2L(3.25-4.00) | |
Learning area | Interdependence among living organisms and the environment |
Learning objective | Synthesising food web |
Learning outcome | Explain what producers, consumers and decomposers are and combine a few food chains to construct a food web |
Learning activity | Discussion on the producer, consumer and decomposer and construct a food web from a few food chains (SPS activities 4.5 and 4.6) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Realising the science is a means to understand nature. |
Reflection | 60% of students are able to explain what producers, consumers and decomposers are and combine a few food chains to construct a food web |
Science | |
3D(4.35-5.45) | |
Learning area | Land and its resources |
Learning objective | Analysing calcium compounds |
Learning outcome | (a)Describe the properties of calcium carbonate (b)Write equation in words for the reactions of calcium carbonate (c)Describe the formation of calcium oxide and calcium hydroxide |
Learning activity | Carry out an experiment to study the properties of calcium carbonate (PEKA Science) (SPS activity 6.8) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Realising the science is a means to understand nature. |
50% of students are able to state the properties of and describe the properties of calcium carbonate and write equation in words for the reactions of calcium carbonate | |
DATE : 3.5.2012
DAY : THURSDAY
Science | |
2I(12.50-2.00) | |
Learning area | Interdependence among living organisms and the environment |
Learning objective | Synthesising food web |
Learning outcome | Explain what producers, consumers and decomposers are and combine a few food chains to construct a food web |
Learning activity | Discussion on the producer, consumer and decomposer and construct a food web from a few food chains (SPS activities 4.5 and 4.6) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Realising the science is a means to understand nature. |
Reflection | 60% of students are able to explain what producers, consumers and decomposers are and combine a few food chains to construct a food web |
Science | |
2E(4.35-5.10) | |
Learning area | Interdependence among living organisms and the environment |
Learning objective | Synthesising food web |
Learning outcome | Relate the food web and pyramid of numbers to energy flow and also predict the consequences if a certain component of a living organism in the ecosystem is missing |
Learning activity | Study the pyramid of numbers and discuss the effect of change in the number of organisms towards environmental equilibrium (SPS activities 4.7 and 4.8) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
Reflection | 70% of students are able to relate the food web and pyramid of numbers to energy flow and also predict the consequences if a certain component of a living organism in the ecosystem is missing |
Science | |
3J(5.45-6.20) | |
Learning area | Land and its resources |
Learning objective | Analysing calcium compounds |
Learning outcome | Describe the formation of calcium oxide and calcium hydroxide |
Learning activity | Carry out an experiment to study the formation of calcium oxide and calcium hydroxide (SPS activities 6.9 and 6.10) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Appreciating and practicing clean and healthy living. |
40% of students are able to state to describe the formation of calcium oxide and calcium hydroxide | |
DATE : 4.5.2012
DAY : FRIDAY
Science | |
3D(2.00-2.35) | |
Learning area | Land and its resources |
Learning objective | Analysing calcium compounds |
Learning outcome | Describe the formation of calcium oxide and calcium hydroxide |
Learning activity | Carry out an experiment to study the formation of calcium oxide and calcium hydroxide (SPS activities 6.9 and 6.10) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Appreciating and practicing clean and healthy living. |
Reflection | 90% of students are able to state to describe the formation of calcium oxide and calcium hydroxide |
Science | |
2I(2.35-3.10) | |
Learning area | Interdependence among living organisms and the environment |
Learning objective | Synthesising food web |
Learning outcome | Relate the food web and pyramid of numbers to energy flow and also predict the consequences if a certain component of a living organism in the ecosystem is missing |
Learning activity | Study the pyramid of numbers and discuss the effect of change in the number of organisms towards environmental equilibrium (SPS activities 4.7 and 4.8) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
Reflection | 60% of students are able to relate the food web and pyramid of numbers to energy flow and also predict the consequences if a certain component of a living organism in the ecosystem is missing |
Science | |
2L(5.10-6.20) | |
Learning area | Interdependence among living organisms and the environment |
Learning objective | Synthesising food web |
Learning outcome | Relate the food web and pyramid of numbers to energy flow and also predict the consequences if a certain component of a living organism in the ecosystem is missing |
Learning activity | Study the pyramid of numbers and discuss the effect of change in the number of organisms towards environmental equilibrium (SPS activities 4.7 and 4.8) |
Teaching Materials | Textbook, reference book, sps book |
Noble Value | Being thankful to God, Appreciating and practicing clean and healthy living |
Reflection | 70% of students are able to relate the food web and pyramid of numbers to energy flow and also predict the consequences if a certain component of a living organism in the ecosystem is missing |
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