Rpt Sains f1 2016

7/21/2019 Rpt Sains f1 2016

http://slidepdf.com/reader/full/rpt-sains-f1-2016-56d97b0d3b12a 1/19

RPT Sc form one/ 1

SEKOLAH MENENGAH KEBANGSAAN LAKI-LAKI METHODIST KUALA LUMPUR

YEARLY PLAN 2016

SUBJECT : SCIENCE

FORM : 1

WEEKLEARNING

AREA

LEARNING

OBJECTIVELEARNING OUTCOME

SUGGESTED

LEARNING

ACTIVITIES

T & L

APPROACH /

TSTS

SCIENTIFIC

ATTITUDES &

NOBLE

VALUES

DESCRIPTOR VOCABULARY

THEME : INTRODUCTION TO SCIENCE

LEARNING AREA : INTRODUCTION TO SCIENCE

W E E K

1

4 J A N –

8 J A N

Science is a

part of everyday

life

Understanding that

science is part of everyday life.

A student is able to:

• List what he sees

around him that is

related to science,

• Explain the importance

of science in everyday

life.

• Name some careers in

science such as:

i. science

teachers,

ii. doctors,

1) Describe examples

of natural

phenomena that

students see

around them:

i. growth of

human from a

baby to an

adult,

ii. fall of a ball

to the ground,

iii. melting of

ice.

2) Discuss the uses

and benefits of

science in

everyday life.

3) Attend talks on

careers in science

Science,

Technology &

Society

relating

comparing

and

contrasting

analyzing

visualizing

Realizing that

science is a

means to

understand

nature

Having an

interest and

curiosity

towards the

environment

B1D1E1

B2D1E1

benefit

careers

discuss

educators

importance

professionals

related

role play

talks

natural

phenomena

W E E K 1

4 J A N –

8 J A N

The steps

involved in

a scientific

investigation

Understanding the

steps in scientific

investigation


• State the steps in

scientific investigation

/ experiment,

• Carry out a scientific

investigation.

1) Carry out a

scientific

investigation/experiment, e.g. ‘to find

out what affect the

number of times

the pendulum

swings back and

forth (oscillations)

during a given

time.’

Inquiry-

discovery

Relating Analyzing

Appreciating

the

contributionof science

and

technology

Being honest

and accurate

in recording

and

validating

data

B3D1E1

B4D2E1

Hypothesis

Identify

Scientificinvestigation

Oscillation

Constant

variable

Manipulate

variable

Respond

variable

Oscillation

period

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W E E K 2

1 1 J A N –

1 5 J A N

Physical

quantities

and their

units

Knowing physical

quantities and their

units


• State physical

quantities: length,

mass, time,

temperature and

electric current.

• State SI units and their

correspondingsymbols.

• State symbol and

values of prefixes for

the units eg: mili-,

centi- and kilo-.

1) Discuss the

physical

quantities, their

units, the value of

their prefixes and

their symbols.

i. Identify

physical

quantities(length, mass,

time,

temperature and

electric current),

their values and

units found on

product

descriptions.

ii. Find words with

the prefixes

used in

measurements

such as kilo-,

centi-, and

milli-

Mastery

Learning

Attributing

Analyzing

Relating

Grouping

and

classifying

Evaluating

Appreciating

the

contribution

of science

and

technology

Systematic

B3D2E1

B3D2E1

B3D2E2

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W E E K 3

1 8 J A N –

2 2 J A N

Measuring

Tools

Understanding the

use of measuring

tools


• Choose the right tool

to measure length.

• Estimate area of

regular and irregular

shapes using graph

paper.

•Choose the right toolto measure the volume

of liquid.

• Determine the volume

of solids using water

displacement method.

• Choose the right tool

to measure the

temperature of a liquid

and body temperature.

1) Measure the length

of straight lines,

curves and the

diameter of objects

using rulers,

thread and

calipers.

2) Estimate area of

regular andirregular shapes

using graph paper.

3) Measure volume

of liquids using

measuring

cylinder, pipette

and burette.

4) Determine the

volume of regular

and irregular

solids using the

water

displacement

method.

5) Measure the body

temperature and

the temperature of

water.

Inquiry-

discovery

Contextual

Learning

Analyzing

Generating

ideas

Appreciating

the

contribution

of science

and

technology

Being honest

and accurate

in recordingand

validating

data

Systematic

B3D3E1

B3D3E2

B3D3E3

B3D3E4

B4D4E1

B4D5E1

B4D3E1

B4D3E2

meniscus

displacement

estimate

irregular

regular

volume

calipers

curve

displacementestimate

irregular

regular volume

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W E E K

4

2 5 J A N – 2

9 J A N

MeasuringTools

Understanding theconcept of mass


• Determine the weight

of an object,

• Explain the concept of

weight,

• Explain the concept of

mass,

•Determine the mass of an object,

• Explain the difference

between mass and

weight,

• Apply the use of

spring and beam/lever

balance in the context

of an experiment.

1) Find the weight of

different objects

using a spring

balance.

2) Discuss weight as

the pull of the

earth (gravitational

force) on an

object.3) Discuss mass as

quantity of matter.

4) Find the mass of

different objects

using beam/lever

balance or lever

balance.

5) Discuss the

difference between

mass and weight.

Inquiry-

discovery

Contextual

Learning

Analyzing

Generating

ideas

Appreciating

the

contribution

of science

and

technology

Being honest

and accurate

in recordingand

validating

data

Systematic

B3D2E3

B3D3E5

Beam balance

Compression

balance

Determine

Difference

Force

Lever balance

Mass

MatterPull

Spring balance

Weight

Triple beam

balance

W E E K 4

2 5 J A N –

2 9 J A N

Measuring

Tools

Realizing the

importance of

standard units in

everyday life

A student s able to:

• Give example of

problems that may

arise if standard units

are not used.

1) Discuss the

various units of

measurements, e.g.

nits for length

(feet, yard, chain,

mile, meter,

kilometer), units

for weight(pound,

ounce, kati, tahil,

gram, kilogram)

2) Actout a scene to

show the problem

caused by not

using standard

units e.g. buyingthings at the

market.

Mastery

Learning

Making

inference

Analyzing

Relating

Making

conclusion

Appreciating

the

contribution

of science

and

technology

Having a

critical and

analytical

thinking

B4D1E1

B6D1E1

act out

advantages

arise

disadvantages

realizing

standard

scene

various

CUTI TAHUN BARU CINA

WEEK 6 (8 FEB – 12 FEB)

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W E E K 7

1 5 F E B –

1 9 F E B

Unicellular

and

multicellular

organisms

Understanding

unicellular and

multicellular

organisms


• State the meaning of

unicellular organisms

and multicellular

organism,

• Give examples of

unicellular organisms

and multicellularorganisms.

1) Gather

information about

unicellular

organisms and

multicellular

organisms.

2) 2. Provide students

with pictures

cards, name cards,‘unicellular’ and

‘multicellular’

cards. Students use

reference materials

and /or

information to

match the three

cards for each

organism.

3) 3. Observe

examples of

unicellular

organisms and

multicellular

organisms under a

microscope.

Mastery

Learning

Attributing

Classifying

Comparing

and

contrasting

Realizing

that science

is a means

to

understand

nature

Being

thankful to

God Being

diligent and

persevering

Being fair

and just

B2D2E1

B3D5E1

B4D6E1

B4D6E2

B5D1E1

B6D2E1

multicellular

organism

unicellular

organism

W E E K 8

2 2 F E B –

2 6 F E B

Cell

organization

in the

human body

Understanding that

cells form tissues,

organs and system

in the human body.


• Name the different

types of human cells,

• State the functions of

different types of

human cells,

1) Gather

information and

discuss the

following:

a) Types of

human cells,

b) Functions of

different

types of human cells.

2) Use a graphic

organizer

Mastery

Learning

Relating

Attributing

Comparing

and

contrasting

Classifying

Realizing

that science

is a means

to

understand

nature

Being

thankful to

God

B3D4E1

B3D6E1

arrange

sequentially

cell function

human beings

ladder

organ

organization of

cells

systemsimple

tissues

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W E E K 8

2 2 F E B –

2 6 F E B

Human are

complex

organism

Realizing that

humans are complex

organisms


• Explain why human

beings are complex

organisms.

1) Discuss why

human beings are

complex

organisms.

Mastery

Learning

Relating

Analyzing

Realizing

that science

is a means

to

understand

nature

Being

thankful to

God

complex

organism

human beings

THEME : MATTER IN NATURE

LEARNING AREA : MATTER

W E E K 9

2 9 F E B –

4 M A R

Matter

Understanding

matter


• State that things have

mass and occupy

space,

• Explain what matter is,

relate things and

matter

1) Activity inquiry

The basic

characteristic of

matter

Inquiry-

discovery

Relating

Making

conclusion

Realizing

that science

is a means

to

understand

nature

Being

objective

B1D3E1 Air

Living things

Mass

Matter

Occupies

Water

Soil

UJIAN SELARAS

WEEK 10 (7 MAR – 11 MAR)

CUTI PERTENGAHAN PENGGAL 1

WEEK 11 (14 MAR – 18 MAR)

W E E

K 1 2

2 1 M A R

–

2 5 M A R

The state of

matter

Understanding the

state of matter


• State that matter is

made up of particles.

• State the three states of

matter,

• State the arrangementof particles in the three

states of matter,

1) Gather

information and

discuss what

matter is made up

of, the three states

of matter, and

compare the threestates of matter.

2) The arrangement

and movement of

particles in a solid,

a liquid and gas.

Mastery

Learning

Making

analogies

Inquiry-

discovery Visualizing

Predicting

Realizing

that science

is a means

to

understand

nature

Having acritical and

analytical

thinking.

B2D3E1

B2D3E2

B3D7E1

particles

simulate

arrangement

movement

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W E E K

1 5

1 1 A P R –

1 5 A P R

Elements,

compounds

and mixtures

Understanding

elements,

compounds and

mixtures


• State what elements,

compounds and

mixtures are,


elements, compounds

and mixtures,

• State the differences

between elements,compounds and

mixtures,

• Carry out activities to

compare the properties

of different metal and

non metal,

• Classify element as

metals and non-metals

based on their

characteristics,


metals and non-metals.• Carry out activities to

separate the

components of a

mixture.

1) Gather

information and

discuss:

i. what elements,

compounds

and mixtures

are,

ii. what metals

and non-metals

are,

iii. Examples of

elements,

compounds,

mixtures,

metals and

non-metals.

2) Compare and

contrast the

properties of

elements,

compounds and

mixtures

3) Carry out

activities to

compare the

properties of

metals in terms of

appearance,

hardness,

conductivity of

heat and

conductivity of

electricity.

4) Carry outactivities to

separate the

components of

mixtures e.g.

a) mixture of iron

filings and

sulphur powder,

b) mixture of sand

and salt.

Mastery

Learning

Attributing

Comparing

and

contrasting

Grouping

and

classifying

Making

generalizatio

ns

Inquiry-

discovery

Comparing

and

contrasting

Attributing

Relating

Synthesizin

g

Making

inferences

Generating

ideas

Predicting

analyzing

Having a

critical and

analytical

thinking

Having an

interest and

curiosity

toward the

environment

Being

responsible

for the

safety of

oneself,

others and

the

environment

Realizing

that science

is a means

to

understand

nature

Being fair

and just

Being

confident

and

independent

B2D5E1

B2D5E2

B2D5E3

B4D9E1

B5D3E1

B5D4E1

appearance

characteristic

classify

compound

components

conductivity

electricity

element

hardness

heat

mixture

separate

understanding

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W E E K 1 5

1 1 A P R –

1 5 A P R The

importance

of the

variety of earth’s

resources to

man

Appreciating the

importance of the

variety of earth’sresources to man


• Explain the importance

of variety of earth’sresources to man,


the preservation and

conservation of

resources on earth,• State the importance of

the preservation and

conservation of

resources on earth,

1) Discuss the

importance of

earth’s resources

(water, air, soil,

minerals, fossil

fuels and living

things) to man.

2) Draw a concept

map to show the

relationship

between these

resources to the

basic needs of life.

3) Gather

information on the

preservation and

conservation of

resources on earth.

Mastery

Learning

Relating

Evaluating

Prioritizing

Having an

interest and

curiosity

toward the

environment

Realizing

that science

is a means

to

understand

nature

Being

thankful to

God

Thinking

rationally

B6D4E1 Appreciating

Concept map

Conservation

Needs of life

Preservation

Resources

Relationship

Recycling

THEME : MATTER IN NATURE

LEARNING AREA : THE AIR AROUND US

W E E K 1 6

1 8 A P R

–

2 2 A P R

The

composition

of air

5.1 Understanding

what air is

made up of.


• State what air is made

up of,

• Explain why air is a

mixture, state the

average percentage of

nitrogen, oxygen and

carbon dioxide in air,

• Carry out activities to

show:

i.the percentage of oxygen in air,

ii. that air contains

water vapor,

microorganisms

and dust.

Gather information on:

1)The composition of

air,

2)The percentage of

nitrogen, oxygen

and carbon dioxide

in air.

Carry out activities to

show:

3) The percentage of

oxygen in air,

4) that air contains

water vapor,

microorganisms

and dust.

Mastery

Learning

attributing

comparing

and

contrasting

relating

Inquiry-

discovery

analyzi

ng

attribut

ing

makin

g

inferen

ces

Having an

interest and

curiosity

toward the

environment

Realizing

that science

is a means

to

understand

nature

Being

thankful to

God

Being fair

and just

Thinking

rationally

Being

confident

and

independent

B2D6E1

B3D9E1

B3D9E2

B4D10E1

B4D10E2

B4D10E3

carbon dioxide

composition

dust

microorganism

nitrogen

oxygen

inert gas

water vapor

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W E E K 1 7

2 5 A P R –

2 9 A P R

The

properties of

oxygen and

carbon

dioxide

Understanding the

properties of oxygen

and carbon dioxide


• List the properties of

oxygen and carbon

dioxide,

• Identify oxygen and

carbon dioxide based

on its properties,

•

Choose a suitable testfor oxygen and carbon

dioxide

1)Gather information

on the properties of

oxygen and carbon

dioxide.

2)Carry out activities

to show the

properties of

oxygen and carbon

dioxide in the

following aspects:

a) Solubility in

water

b) Reaction with

sodium

hydroxide

c) The effect on:

glowing and

burning wooden

splinter, litmus

paper, lime

water,

bicarbonate

indicator.

Mastery

Learning

attributing

comparing

and

contrasting

relating

Inquiry-

discovery

relatin

g

makin

g

inferen

ces

evaluat

ing

Having an

interest and

curiosity

toward the

environment

Realizing

that science

is a means

to

understand

nature

Being

responsible

for the

safety of

oneself,

others and

the

environment

Thinking

rationally

Being

confident

and

independent

Being

objective

B4D11E1

B4D11E2

lime water

glowing

indicator

reaction

solubility

wooden splinter

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W E E K 1 9

9 M A Y –

1 3 M A Y

Oxygen is

needed for

combustion

Understanding that

oxygen is needed for

combustion

(burning)


• State what combustion

is,

• State that oxygen is

needed for

combustion,

• List the products of

combustion,• Carry out experiments

to investigate

combustion

1) Gather

information and

discuss

combustion.

2) Carry out an

experiment to:

a) Show that

oxygen is

needed for

combustion,

b) Investigate

the effect of the

size of a

container on the

length of time a

candle burns,

3) Carry out activity

to test for the

products of

combustion of

charcoal such as

carbon dioxide

and water.

Mastery

Learning

attributing

relating

Inquiry-

discovery

attributing

analyzing

predicting

making

inferences

evaluating

synthesizin

g

analyzing

Having a

critical and

analytical

thinking

Realizing

that science

is a means

to

understand

nature

Thinking

rationally

Being

confident

and

independent

Being fair

and just

Being

responsible

for the

safety of

oneself,

others and

the

environment

B5D6E1 candle

charcoal

combustion

carbon

product

MID YEAR EXAM (WEEK 20 – 21)

16 MAY - 27 MAY

CUTI PERTENGAHAN TAHUN (MINGGU 22 – 23)

30 MAY – 10 JUNE

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W

E E K 2 4

1 3 J U N E –

1 7 J U N E

The effects

of air

pollution

Analyzing the

effects of air

pollution


• Explain what air

pollution is,

• List examples of air

pollutants,

• List the sources of air

pollutants

•

Describe the effects of air pollutants

Gather information

and discuss:

1) What air pollution

is,

2) Examples of air

pollutants.

3) The sources of air

pollutants,

4) The effects of air

pollution on man

and the

environment,

5) The steps needed

to control air

pollution.

Inquiry-

discovery

Realizing

that science

is a means

to

understand

nature

Thinking

rationally

Being

cooperative

Being

confident

and

independent

B6D5E1 Air pollution

Control

Effect

Analyzing

Environment

Prevent

Pollutant

Sources

W E E K 2 4

1 3 J U N E –

1 7 J U N E

The

importance

of keeping

the air clean

Realizing the

importance of

keeping the air clean


• Describe how life

would be without clean

air,

• Suggest ways to keep

the air clean,

• Practice habits that

keep the air clean.

Gather information

and discuss:

1) how life would be

without clean air,

2) ways to keep the

air clean,

3) habits that keep

the air clean.

Carry out activity to

show the pollutants in

cigarette smoke.

Mastery

Learning

relating

evaluating

comparing

and

contrasting

predicting

Inquiry-

discovery

relating

predicting

general

ideas

Having an

interest and

curiosity

toward the

environment

Appreciatin

g and

practicing

clean and

healthy

living

Realizing

that science

is a means

to

understand

nature

Thinking

rationally

Cigarette,

smoke,

apparatus,

mask, forest

fire, haze,

lungs, lung

cancer, habits.

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THEME : ENERGY

LEARNING AREA : SOURCES OF ENERGY

W E E K 2 5

2 0 J U N E –

2 4 J U N E

The various

forms and

sources of energy

Understanding

various forms and

sources of energy


• List various forms of

energy,

• List various sources of

energy,• Identify energy

changes,

• Identify the sun as the

primary source of

energy,

• Carry out an activity to

investigate energy

change from potential

to kinetic energy and

vice versa.

Gather information

about the various

forms and sources of

energy and energy

changes.

Discuss the sun as the

primary sources of

energy.

Carry out activity to

see the energy change:1) From potential to

kinetic energy for

example a ball

rolling down an

inclined slope,

2) From kinetic to

potential energy

Mastery

Learning

attributing

relating

grouping

andclassifying

Inquiry-

discovery

relating analyzing

making

inferences

Having an

interest and

curiosity

toward the

environment

Beingthankful to

Allah

Realizing

that science

is a meansto

understand

nature

Thinking

rationally

Being

confident

and

independent

W E E K 2 6

2 7 J U N

E –

1 J U L Y

Renewable

and non-

renewable

energysources

Understanding

renewable and non-

renewable energy

sources


• Define renewable and

non-renewable sources

source of energy,

• Group the various

sources of energy into

renewable and non-

renewable

•

Explain why we needto conserve energy

• Suggest ways to use

energy efficiently.

Gather information

and discuss the

meaning of renewable

and non-renewable

energy sources.

Carry out a project on:

1) Renewable and

non-renewable

energy sources,

2) The uses of solar

energy,

3) The ways to

increase efficient

use of energy.

Contextual

learning

Mastery

Learning

Inquiry-

discovery

Relating

Grouping

and

classifying

Comparing

and

contrasting

making

conclusions

Realizing

that science

is a means

to

understand

nature

Being

thankful to

Allah

Thinking

rationally

Being

cooperative

Being

confident

and

independent

B2D7E1

B2D7E2

B3D10E1

B3D10E2

B4D12E1

B4D12E2

efficient

conserve

non-renewable

renewable

solar energy

CUTI HARI RAYA PUASA (WEEK 27)

4 JULY – 8 JULY

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W E E K 2 8

1 1 J U L Y –

1 5 J U L Y

The

importance

of

conserving

energy

sources

Realizing the

importance of

conserving energy

sources


• Describe the

importance of

conserving energy

sources,

• Explain the use and

management of energy

sources.

Discuss the

importance of

conserving energy

sources.

Discuss the use and

management of energy

sources.

Mastery

Learning

Relating

Grouping

and

classifying

Comparing

and

contrasting

evaluating

Having an

interest and

curiosity

toward the

environment

Being

thankful to

Allah

B6D6E1 Importance

Conserving

Saving Tips

Industry

Consumption

Machinery

Transport

THEME : ENERGY

LEARNING AREA : HEAT

W E E

K 2 9

1 8 J U L Y –

2 2 J U L Y

Heat Understanding heat

as a form of energy


• State that the sun gives

out heat,

• State other sources of

heat,

• State that heat is a

form of energy,• Give examples of the

uses of heat,


temperature,

• State the difference

between heat and

temperature.


show:

1) The sun gives out

heat,

2) Ways to produce

heat,

3) Heat and

temperature are

not the same,

Realizing

that science

is a means

to

understand

nature

Being

thankful to

Allah

B4D13E1

B4D13E2

B4D13E3

daily life

difference

examples

gives out

heat

meaning

temperature

7/21/2019 Rpt Sains f1 2016


RPT Sc form one/ 17

W E E K 3 0

2 5 J U L Y –

2 9 J U L Y

Heat Understanding heat

flow and its effect


• State that heat causes

solids, liquid and gases

to expand and contract,

• State that heat flows in

three different ways

(conduction,

convention and

radiation),

• State that heat flows

from hot to cold,

• Give examples of heat

flow in natural

phenomena,


show that heat cause

solids, liquid and

gases to expand and

contract.(ball and ring,

mercury in

thermometer and air in

round-bottomed flask)


show how heat flows

by conduction,

convention and

radiation,

Having an

interest and

curiosity

toward the

environment

Realizing

that science

is a means

to

understand

nature

Being

thankful to

Allah

B4D14E2

B4D14E3

B4D14E4

B4D14E5

Conduction

Contract

Convection

Expand

Flow

Insulator

Land breeze

Natural

phenomena

Radiation

Sea breeze

W E E K 3 1

1 A U G –

5 A U G

The effect of

heat on

matter

Analyzing the effect

of heat on matter


• State the change in

state of matter in

physical processes,

• Explain that change in

state of matter involves

absorption and release

of heat,

• Give examples of daily

observations which

show a change in state

of matter.


show the change in

state of matter in

physical processes.

Discuss:

1) The effects of heat

on the state of

matter

2) Examples of daily

observation which

shows a change in

state of matter.

Mastery

Learning

Relating

Comparing

and

contrasting

Making

inferences

Analyzing

Inquiry-

discovery

Analyz

ing

Attribu

ting

Having an

interest and

curiosity

toward the

environment

Realizing

that science

is a means

to

understand

nature

Being

thankful to

Allah

Thinking

rationally

Being

confidentand

independent

7/21/2019 Rpt Sains f1 2016


RPT Sc form one/ 18

W E E K

3 2

8 A U G – 1

2 A U G

Heat

Applying the

principles of

expansion and

contraction of

matter


• Explain with examples

the uses of expansion

and contraction of

matter in daily life.

• Apply principle of

expansion and

contraction of matter

in solving simple

problems.

Discuss the uses of

expansion and

contraction of matter

in the following:

1) Mercury in a

thermometer,

2) The bimetallic

strip in a fire

alarm,

3) Gaps in railway

track,

4) Rollers in steel

bridges.

Discuss the uses of the

principle of expansion

and contraction of

matter to solve simple

problems.

Mastery

Learning

Relating

Analyzing

Comparing

and

contrasting

evaluating

Having an

interest and

curiosity

toward the

environment

Realizing

that science

is a means

to

understand

nature

Being

thankful to

Allah

Thinking

rationally

B4D15E1 Bimetallic

strip

Expansion

Contraction

Fire alarm

Rollers Steel

bridges

W E E K 3 3

1 5 A U G –

1 9 A U G

Absorption

and

radiation of

heat

Understanding hat

dark, dull objects

absorb and give out

heat better


• State that dark, dull

objects absorb heat

better than white,

shiny objects,

• State that dark, dull

objects give out heat

better than white,

shiny objects,

• Carry out experiment

to investigate heat

absorption and heat

release.

Carry out experiments

to show that:

1) dark, dull objectsabsorb heat better

than white, shiny

objects,

2) dark, dull objects

give out heat

better than white,

shiny objects,

Inquiry-

discovery

relating Analyzing

Making

inferences

Inquiry-

discovery

relating

attributing

Analyzing

Realizing

that science

is a meansto

understand

nature

Thinking

rationally

Being

confident

and

independent

B6D7E1

B5D8E1

B5D8E1

bimetallic strip

expansion

contractionfire alarm

dark

shiny

absorb

dull

W E E K 3 4

2 2 A U G –

2 6 A U G

The benefit

of heat flow

Appreciating the

benefit of heat flow


• Put into practice the

principle of heat low to

provide comfortable

living.

Discuss and put into

practice activities such

as opening of windows

in the classroom or

laboratory to improve

air circulation.

Mastery

Learning

Relating

Making

inferences

Analyzing

Realizing

that science

is a means

to

understand

nature

Beingthankful to

Allah

Thinking

rationally

improve air

circulation

7/21/2019 Rpt Sains f1 2016


Rpt Sains f1 2016

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