SMK SERIAN
YEARLY SCHEME OF WORK SCIENCE FORM 2 (2013)
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
2 JAN / 4 JAN |
A student is able to:
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
7 JAN / 11 JAN
|
A student is able to:
| 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
1 |
The structures of the receptors are not required. |
| 1.3 Understanding the sense of smell. A student is able to:
| 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 |
2 | |
3
14 JAN / 18 JAN
| 1.4 Understanding the sense of taste A student is able to:
| 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 | |
1.5 Understanding the sense of hearing. A student is able to:
|
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
21 JAN / 25 JAN |
1.6 Understanding the sense of sight. A student is able to:
|
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
| |||
5
28 JAN / 1 FEB
6
4 FEB /
8 FEB |
1.7 Understanding light and sight. A student is able to:
| 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.
Discuss what astigmatism is and the way to correct it. Carry out activities to investigate the following:
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. |
Experiment
Contextual learning
|
Inferring
Predicting Communicating
Generating idea
Communicating |
2
1
2
2 | 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,
Binoculars, ultrasound scanning device, X-ray, periscope should be included.
|
7
11 FEB / 15 FEB | CHINESE NEW YEAR HOLIDAYS | |||||
8
18 FEB / 22 FEB
| 1.8 Understanding sound and hearing. A student is able to:
| Carry out activities to investigate:
Collect information about
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
|
1
1
2
1
| Include devices such as hearing aids and stethoscope. |
9
25 FEB /
21 MAC
| 1.9 Understanding the stimuli and responses in plants. A student is able to:
| Carry out experiments to investigate and identify:
Discuss in what ways the response of plants towards stimuli are important for their survival. | Inquiry Discovery
Experiment
| Making inference
Relating
|
2
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
4 MAC / 8 MAC
| 2.1 Analysing the classes of food. A student is able to:
|
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 |
| ||
11
11 MAC / 15 MAC |
A student is able to:
|
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.
Plan a balanced diet.
|
Inquiry Discovery
Mastery learning
Discussion |
Brainstorming
Predicting
Defining operationally
|
2
3 | |||
12
18 MAC / 22 MAC
|
2.3 Understanding the digestive system in man. A student is able to:
|
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
|
| ||
WEEK 13: MID-SEMESTER BREAK (25 – 28 MAC 2011) | ||||||||
14
1 APR / 5 APR
|
2.4 Understanding the process of absorption of digested food. A student is able to:
|
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
1 | |||
WEEK | Learning Objectives\Learning outcomes | Suggested Learning Activities | Approach Strategy | Skills | No of periods | Notes | ||
15
8 APR / 12 APR
|
2.5 Understanding the reabsorption of water and defecation. A student is able to:
|
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 | |||
16
15 APR / 19 APR
|
2.6 Put into practice the habits of healthy eating. A student is able to:
|
Plan and carry out a healthy eating habit. Discuss the following topics:
|
Mastery learning
Discussion |
Justifying
Relating
Predicting |
2
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 |
17
22 APR / 26 APR
18
29 APR / 3 MAY
| 3.1 Understanding variety of living organisms and their classification A student is able to:
|
Discuss the diversity in the general characteristics of living organisms.
Collect and classify various plants and animals into a system based on common characteristics.
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
2
3 |
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 |
19
6 MAY / 10 MAY
|
4.1 Analysing the interdependence among living organisms. A student is able to:
|
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. |
4.2 Evaluating the interaction between living organisms. A student is able to:
|
Collect and interpret data on the types of interactions between living organisms as follows:
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 | |||||
20
13 MAY / 17 MAY
|
4.3 Synthesizing food web. A student is able to:
|
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
1 |
Food chain has been taught in primary science.
Refer to the crown of thorn problem in the coral reef in the marine parks. | |||||
4.4 Analysing photosynthesis. A student is able to:
| 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. | ||||||
19
07 MAY / 11 MAY
|
4.5 Evaluating the importance of conservation and preservation of living organism. A student is able to:
|
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
2 |
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.
| |||||
4.6 Evaluating the role of man in maintaining the balance in nature. A student is able to:
|
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 |
2 | 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 , 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
14 MAY / 18 MAY
| 5.1 Analysing the physical characteristics of water. A student is able to:
|
Carry out activities to determine the following:
Carry out an activity to observe the effects of impurities on the physical characteristics of water.
|
Inquiry discovery
Experiment |
Defining operationally
Communicating
Explanation
|
2
1
|
The Kinetic Theory should be introduced.
Related the freezing and boiling point of water to the Kinetic Theory. | |||||||
WEEK 21 ( 20 MAY – 24 MAY) - FIRST SEMESTER EXAMINATION | |||||||||||||
WEEK 22 & 23 (27 MAY – 7 JUNE) FIRST SEMESTER BREAK – GAWAI
| |||||||||||||
WEEK | Learning Objectives\Learning outcomes | Suggested Learning Activities | Approach Strategy | Skills | No of periods | Notes | |||||||
24
10 JUNE / 14 JUNE
|
5.2 Analysing the composition of water. A student is able to:
|
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
2 |
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. | |||||||
25
17 JUNE / 21 JUNE
|
5.3 Analysing the process of evaporation of water. A student is able to:
|
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 | ||||||||
26
24 JUNE / 28 JUNE
| 5.4 Analysing solution and solubility A student is able to:
|
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
|
2
1
2 |
Introduce insoluble sediments are known as residue. | |||||||
27 1 JULY / 5 JULY |
Sports Day | ||||||||||||
28
8 JULY / 13 JULY |
| Carry out experiments to determine the factor affecting the solubility of a solute.
Carry out experiments to determine the factors affecting the rate of dissolving:
Discuss the importance of water as a universal solvent in life.
Gather information on the application of organic solvents in daily life. |
2
2
1 |
29
15 JULY / 19 JULY
30
22 JULY / 26 JULY |
5.5 Analysing acid and alkali. A student is able to:
|
Carry out activities to study:
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
2
1 |
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. |
30 |
5.6 Analysing the methods of water purification. A student is able to:
|
Make a visit to a water purification site.
Brainstorming on the following:
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. |
31
29 JULY / 2 AUG |
5.7 Analysing the water supply system. A student is able to:
|
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 32 –WEEK 33 {5 AUG – 16 AUG 2013) HARI RAYA PUASA SCHOOL HOLIDAYS |
34
19 AUG / 23 AUG
|
5.8 Understanding the preservation of water quality. A student is able to:
|
Collect and interpret data on types of water pollutants which include:
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
|
1
2 |
LEARNING AREA: 6.0 AIR PRESSURE
WEEK | Learning Objectives\Learning outcomes | Suggested Learning Activities | Approach Strategy | Skills | No of periods | Notes |
35
26AUG
/ 30 AUG |
6.1 Understanding air pressure. A student is able to:
|
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
3 | |
36
2 SEPT / 6 SEPT |
6.2 Applying the principle of air pressure in daily life . A student is able to:
|
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
2 |
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 |
37
9 SEPT / 13 SEPT
|
7.1 Understanding force.
A student is able to:
|
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 |
3
2 | |
7.2 Understanding the measurement of force. A student is able to:
|
Discuss the unit of force and the principle of a spring balance.
Carry out activity to measure the magnitude of force. |
2
3 | ||||
38
17 SEPT / 20 SEPT
39
23 SEPT / 27 SEPT
|
7.3 Application of frictional force.
A student is able to:
|
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
3
|
Ignore static frictional force.
|
40
30 SEPT / 4 OCT
|
7.4 Application of work. A student is able to:
|
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 | |
7.5 Application of power. A student is able to:
|
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:
|
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 |
41
7 OCT / 11 OCT
| 8.1 Understanding the support systems in animals. A student is able to:
| Gather information and discuss the various support system in
Carry out discussions on the following:
|
Mastery learning
Discussion |
Observing
Generating ideas
Analysing
Predicting |
2
|
For invertebrates introduce exoskeleton, endoskeleton,and hydrostatic skeleton. |
42
16 OCT / 18 0CT
|
8.2 Understanding the support systems in plants. A student is able to:
|
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. | ||
8.3 Appreciating the support system in living things. A student is able to:
|
Discuss issues e.g.
|
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 |
43
21 OCT / 25 OCT
|
9.1 Understanding that the center of gravity affects stability. A student is able to:
|
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
Discuss the relationship between the center of gravity and stability. |
Experiment discovery
Discussion |
Experimenting
Communicating
Relating
|
2
2
| |
9.2 Appreciating the importance of stability. A student is able to:
|
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 |
44
28 OCT / 1 NOV
|
10.1 Analysing levers. A student is able to:
|
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
|
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. |
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)
|
1
| |||||
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
|
Week 44(28 OCT -1 NOV) - Final Year Examination
|
Week 45 (5 Nov – 9 Nov) – RESTU ILMU |
Week 46 - PRIZE GIVING |
WEEK 47 - HOLIDAYS |
No comments:
Post a Comment