SCIENCE FORM 1YEARLY LESSON PLAN 2014WEEKTHEME
/LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB
ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding
that science is part of everyday lifeA student is able to: list
what he sees around him that is related to science, explain the
importance of science in everyday life, name some careers in
science such as:a) science teachersb) doctorsc) engineersDuring the
learningactivities, bring outthe science concepts and principles
students have learned in primary school.al!s on careers in science
by professionals.T)!*!1A"CommunicationCollaborationCritical
thinking"#InquirersThinkersKnowledgeable+ 1.$ Understanding the
steps in scientific investigationA student is able to: state the
steps in scientific investigation % experiment, carry out a
scientific investigation.&cientific investigation involves the
use of science process s!ills.here should be a guided discussion
for steps 'a) to 'd) before carrying out the
experiment.T)!*!1A"CommunicationCollaborationCritical
thinking"#InquirersThinkersKnowledgeable1WEEKTHEME
/LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB
ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding
that science is part of everyday lifeA student is able to: list
what he sees around him that is related to science, explain the
importance of science in everyday life, name some careers in
science such as:a) science teachersb) doctorsc) engineersDuring the
learningactivities, bring outthe science concepts and principles
students have learned in primary school.al!s on careers in science
by professionals.T)!*!1A"CommunicationCollaborationCritical
thinking"#InquirersThinkersKnowledgeablehis is helping the teacher
to identify the students( capability to carry out a scientific
investigation.4,-1.)*nowing physical +uantities and their unitsA
student is able to: state physical +uantities:length, mass, time,
temperature and #roduct descriptions can be found on labels, boxes
of electrical appliances, food
T)!*!1A"CommunicationCollaborationCritical thinking$WEEKTHEME
/LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB
ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding
that science is part of everyday lifeA student is able to: list
what he sees around him that is related to science, explain the
importance of science in everyday life, name some careers in
science such as:a) science teachersb) doctorsc) engineersDuring the
learningactivities, bring outthe science concepts and principles
students have learned in primary school.al!s on careers in science
by professionals.T)!*!1A"CommunicationCollaborationCritical
thinking"#InquirersThinkersKnowledgeable(+1 J$".CNY&electrical
current, state the &.,. units and the corresponding symbols for
these physical +uantities, state the symbols and values of prefixes
for units of length and mass:milli-, centi-, and !ilo-, identify
and use appropriate prefixes in the measurement of length and mass.
pac!ets, etc.&.,. is an abbreviation for the.rench term Systme
International dUnits which means internationalsystem for units
i.e.metre, !ilogram, second,
etc."#InquirersThinkersKnowledgeable)WEEKTHEME
/LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB
ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding
that science is part of everyday lifeA student is able to: list
what he sees around him that is related to science, explain the
importance of science in everyday life, name some careers in
science such as:a) science teachersb) doctorsc) engineersDuring the
learningactivities, bring outthe science concepts and principles
students have learned in primary school.al!s on careers in science
by professionals.T)!*!1A"CommunicationCollaborationCritical
thinking"#InquirersThinkersKnowledgeable//01.0 Understanding the
use of measuring tools A student is able to: choose the right tool
andmeasure length in the context of an experiment, estimate area of
regular and irregular shapes using graph paper in the context of an
experiment, choose the right tool andmeasure the volume of li+uid
in the context of an experiment, choose the right tool to 1a!e sure
studentsta!e measurements correctly and
accurately.T)!*!1A"CommunicationCollaborationCritical
thinking"#InquirersThinkers0WEEKTHEME
/LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB
ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding
that science is part of everyday lifeA 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:a) science teachersb) doctorsc) engineersDuring the
learningactivities, bring outthe science concepts and principles
students have learned in primary school.al!s on careers in science
by professionals.T)!*!1A"CommunicationCollaborationCritical
thinking"#InquirersThinkersKnowledgeable1 1.2 Understanding the
concept ofmassA student is able to: determine the weight of an
ob3ect, explain the concept of weight, explain the concept of mass,
determine the mass of anob3ect, explain the difference between mass
and weight, apply the use of spring and beam%lever balance Unit for
weight : newtonUnit for mass : !ilogram 4arry out an experiment
where students have to apply the measurement s!ills of mass or
weight.T)!*!1A"CommunicationCollaborationCritical
thinking2WEEKTHEME /LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES
NOTES IB ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1
Understanding that science is part of everyday lifeA student is
able to: list what he sees around him that is related to science,
explain the importance of science in everyday life, name some
careers in science such as:a) science teachersb) doctorsc)
engineersDuring the learningactivities, bring outthe science
concepts and principles students have learned in primary
school.al!s on careers in science by
professionals.T)!*!1A"CommunicationCollaborationCritical
thinking"#InquirersThinkersKnowledgeablein the context of an
experiment."#InquirersThinkersKnowledgeable11.56ealising the
importance of standard units in everyday lifeA student is able to:
give examples of problems that may arise if standard units are not
used. 2,2'0 MAN AN( THE VARIETY OF LIVING THINGS$.1 Understanding
cells A student is able to: identify that cell is the basic unit of
living 7eneral structure of a cell includes cell wall, cell
membrane, T)!*!25WEEKTHEME /LEARNINGAREALEARNINGOBJECTIVESLEARNING
OUTCOMES NOTES IB ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1
Understanding that science is part of everyday lifeA student is
able to: list what he sees around him that is related to science,
explain the importance of science in everyday life, name some
careers in science such as:a) science teachersb) doctorsc)
engineersDuring the learningactivities, bring outthe science
concepts and principles students have learned in primary
school.al!s on careers in science by
professionals.T)!*!1A"CommunicationCollaborationCritical
thinking"#InquirersThinkersKnowledgeable10 things, prepare slides
following the proper procedures, use a microscope properly,
identify the general structures of animal cells and plant cells,
draw the generalstructures of an animal cell and a plant cell,
label the generalstructure of an animal cell and a plant cell,
state the function of each cell structure,protoplasm 'cytoplasm and
nucleus), chloroplast and vacuole.he usage and handling of a
microscope is introduced here.6emind pupils of the safety
precautions to be ta!en when preparingsamples
A"CollaborationOrganisationCreative
thinking"#InquirersThinkerse!lective8WEEKTHEME
/LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB
ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding
that science is part of everyday lifeA 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:a) science teachersb) doctorsc) engineersDuring the
learningactivities, bring outthe science concepts and principles
students have learned in primary school.al!s on careers in science
by professionals.T)!*!1A"CommunicationCollaborationCritical
thinking"#InquirersThinkersKnowledgeable state the similarities and
differences between the two cells.of chee! cells.11 $.$
Understanding unicellular organism and multicellular organism A
student is able to: state the meaning of unicellular organisms and
multicellular organisms, give examples of unicellularorganisms and
multicellularorganisms.Use prepared slidesor fresh
specimens.,ntroduce the term 9microorganisms(. :WEEKTHEME
/LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB
ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding
that science is part of everyday lifeA student is able to: list
what he sees around him that is related to science, explain the
importance of science in everyday life, name some careers in
science such as:a) science teachersb) doctorsc) engineersDuring the
learningactivities, bring outthe science concepts and principles
students have learned in primary school.al!s on careers in science
by professionals.T)!*!1A"CommunicationCollaborationCritical
thinking"#InquirersThinkersKnowledgeable12,1+P!3 110.21/+$.)
Understanding that cells form tissues, organsand systems in the
human bodyA student is able to: name the different types of human
cells, state the function of different types of humancells, arrange
se+uentially cellorganisation from simpleto complex using the terms
cell, tissue, organ, system
T)!*!2A"CollaborationOrganisationCreative
thinking"#InquirersThinkerse!lective;WEEKTHEME
/LEARNINGAREALEARNINGOBJECTIVESLEARNING OUTCOMES NOTES IB
ELEMENTS1(or!"#$%&21'0 INTRO(UCING SCIENCE1.1 Understanding
that science is part of everyday lifeA student is able to: list
what he sees around him that is related to science, explain the
importance of science in everyday life, name some careers in
science such as:a) science teachersb) doctorsc) engineersDuring the
learningactivities, bring outthe science concepts and principles
students have learned in primary school.al!s on careers in science
by professionals.T)!*!1A"CommunicationCollaborationCritical
thinking"#InquirersThinkersKnowledgeableand organism.14$.0
6ealising that humans are complex organismsA student is able to:
explain why human beings are complex organisms.14 +'0'0 MATTER
INNATURE+'1'0 M$##!r).1.1 Understanding that matter has mass and
occupies spaceA student is able to: state that things has mass and
occupies space, explain what matter is, 1