yearly planning science1

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YEARLY PLANNING FOR SCIENCE FORM 1SMK(P) Temenggong Ibrahim Batu Pahat 2006

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THEME: INTRODUCING SCIENCE

Learning Area: 1. Introduction to Science

W LearningObjectives

Learning Outcomes Suggested Learning Activities CCTS Morals Value

1 1.1Understandingthat science ispart 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 everydaylife,

- name some careersin science such as:

a) science teachersb) doctorsc) engineersd) environmental scientists

Describe examples of natural phenomena that students seearound them:a) growth of human from a baby to an adult,b) fall of a ball to the ground,c) melting of ice.

Discuss the uses and benefits of science in everyday life.

Attend talks on careers in science.

Relating Comparing Analysing Visualising

Appreciate nature

Having interest andcuriosity towardsthe environment.

Appreciating the

contribution of science.

1.2Understanding

the steps inscientificinvestigation.

A student is able to:- state the steps in a

scientific investigation/experiment,

- carry out a scientificinvestigation.

Carry out a scientific investigation/experiment,

e.g. ¶To find out what affects thenumber of times a pendulum swings back and forth in a giventime (oscillations).

Makinghypothesis

Relating Analyzing

Appreciating thecontribution of

science

Being honest andaccurate inrecording andvalidating data.




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THEME: INTRODUCING SCIENCELearning Area: 1. Introduction to Science



2 Students will be:

a) determining what they want to find out (identifying the problem),b) making a smart guess (forming a hypothesis),c) planning how to test the hypothesis (planning the experiment)- identifying the variables,

- determining the apparatus and materials required,- determining the procedure to carry out the experiment, method tocollect and analyze data.d) carrying out the experiment,e) writing down what has been observed (collecting data),f) finding a meaning for what has been observed (analysing andinterpreting data),g) deciding whether the hypothesis is true (making conclusions),h) writing a report on the investigation (reporting). Students can beasked to report their investigations to the class.

They should emphasise the steps they have taken; what they havechanged; what they have kept the same and what they havemeasured.

1.3Knowingphysicalquantities andtheir units.

A student is able to:- state the physical

quantities length,mass, time,temperature andelectric current,

- state the S.I. unitsand thecorrespondingsymbols for thesephysical quantities,

- state the symbolsand values of prefixes for unit of

Identify physical quantities (length, mass, time, temperature andelectric current), their values and units found on productdescriptions.

Find words with the prefixes used in measurements such as kilo-,centi-, and milli- .

Find the symbols used for these units of measurement.

Find the values of these prefixes.

Identifyingcriteria such ascharacteristics,features,qualities andelements of aconcept or anobject.

Appreciating thecontribution of science andtechnology.




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W Learning

Objectives


1 1.4Understandingthe use of measuringtools.

A student is able to:

- choose the righttool and measurelength,

- estimate the area of regular andirregular shapesusing graph paper,

- choose the right

tool and measurethe volume of liquid,

- choose the righttool to measure thebody temperatureand thetemperature of aliquid,

- determine thevolume of solidusing the water

displacementmethod.

Measure the lengths of straightlines, curves and the diameters of objects using rulers, threads andcalipers.

Estimate the areas of regular and irregular shapes using graphpaper.

Measure the volume of liquids using measuring cylinders,pipettes and burettes.

Determine the volume of regular and irregular solids using the waterdisplacement method.

Measure the body temperature and the temperature of water.

Discuss the right choice of tools in making measurements.

Apply the above measuring skills in the context of experiments.

Arrangingobjects andinformation inorder based onthe quality orquantity of commoncharacteristicsorfeatures such

as size, time,shape ornumber.

Being honest andaccurate in recordingand validating data.

1.5Understandingthe concept of mass.


- determine theweight of an object,

Find the weights of different objects using a spring balance.

Discuss weight as the pull of the earth (gravitational force) on anobject.

Relating Making

inferences Making

length and mass:milli-, centi-, and

kilo-,- identify and use

appropriateprefixes in themeasurement of length and mass.




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- - explain theconcept of weight,

conclusion




of mass,- determine the mass

of an object,

- explain thedifference betweenmass and weight,

- apply the use of spring and beam/lever balance inthe context of anexperiment.

matter.Find the mass of different objects using beam balance or lever

balance.

Discuss the difference between mass and weight.

Apply the skills of using spring balance and beam/lever balancein the context of an experiment.

MakingInferences

Comparing andContrasting

Being honest andaccurate in recording

and validating data.

1.6

Realising theimportance of standard unitsin everydaylife.


- give examples of problems that mayarise if standardunits are not used.

Discuss the various units of measurements, e.g. units for length

(foot, yard, chain, mile, meter, kilometer), units for weight (pound,ounce, kati, tahil, gram, kilogram).

Act out a scene to show the problems caused by not using standardunits e.g. buying things at the market.

Discuss the advantages and disadvantages of using different unitsof measurement.

Being honest and

accurate in recordingand validating data.Appreciating thecontribution of science andtechnology.




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THEME: MAN AND THE VARIETY OF LIVING THINGSLearning Area: 1. Cell as a Unit of Life



1.1Understandingcells.

A student is able to:- identify that cell is

the basic unit of living things,

- prepare slidesfollowing theproper procedure,

- use a microscopeproperly,

- identify the generalstructures of animalcells and plant cells,

- draw the generalstructure of ananimal cell and aplant cell,

- label the generalstructure of ananimal cell and aplant cell,

- state the function of each cell structure,

- state the similaritiesand differences

between an animal- cell and a plant cell.

Gather information on living organisms and identify the smallestliving unit that makes up the organism.

Prepare slides of cheek cells and onion cells.

Study the general structure of cheek cells and onion cells under amicroscope using the correct procedure.

Draw and label the different structures of an animal cell and a plantcell.Compare an animal cell to a plant cell.

Gather information on cell structures and discuss their functions.

Attributing

Classifying

Comparing andcontrasting

Appreciating thecontribution of science andtechnology.

Being diligentand persevering

Being objective.




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1.2

Understandingunicellularorganism andmulticellularorganism.


- state the meaningof unicellular

- organism andmulticellular

- organism,

- give examples of unicellular

- organism andmulticellular

- organism.

Gather information about unicellular organisms and multicellular

organisms.

Provide students with picture cards, name cards, cards with thelabels ¶unicellular· and ¶multicellular·.

Students match the three cards for each organism.

Observe examples of unicellular organisms and multicellularorganisms under a microscope.

Producing or giving

ideas in adiscussion.

Being thankful to

God.

Being systematic.

1.3Understandingthat cells formtissues, organsand systems inthe humanbody.

A student is able to:- name the different

types of humancells,

- state the function of different types of human cells,

- arrange sequentiallycell organisationfrom simple tocomplex using theterms cell,

- tissue, organ,system andorganism.

Gather information and discuss the following:

a) types of human cells,b) functions of different types of human cells.

Use a graphic organiser (e.g. ladder of hierarchy) to show thehierarchy of cell organisation:

cell tissue organ system organism

relating attributing comparing and

contrasting classifying

Realising thatscience is ameans tounderstandnature.

Being thankful togod.




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1.4Realising that

humans arecomplexorganisms.

A student is able to:- explain why human

beings are complexorganisms.

Discuss why human beings are complex organisms. Relating

Attributing

Makingconclusion

Realizing thatscience is a

means tounderstandnature.

THEME: MATTER IN NATURELearning Area: 1. Matter



1.1

Understandingthat matter hasmassand occupiesspace.


- state that thingshave mass and

- occupy space,- explain what matter

is,- relate things and

Through activities, show that things such as book, air, water, soil

and living things have mass and occupy space.

Discuss what matter is.

Relating

Makingconclusion

Realizing that

science is ameans tounderstandnature.

Being objective




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matter,- carry out activities

to show that air,water, soil andliving things

- have mass andoccupy space.

List examples of matter.

1.2Understandingthe threestates of matter.

A student is able to:- state that matter is

made up of particles,

- state the threestates of matter,

- state thearrangement of particles in thethree states of

- matter,- state the

differences in themovement of particles in thethree states of matter.

Gather information and discuss

a) what matter is made up of,

b) what the three states of matter are.

Compare the three states of matter in terms of:

a) the arrangement of particles,

b) the movement of particles.

Simulate the arrangement and movement of particles in the threestates of matter.

Makinganalogies

Realizing thatscience is ameans tounderstandnature.

THEME: MATTER IN NATURELearning Area: 1. Matter



1.3Understandingthe concept of density.

A student is able to:- define density,

explain why someobjects and liquidsfloat,

- solve simpleproblems related todensity,

- carry out activitiesto explore thedensities of objects

Recall the definition of density.

Through activities, find the densities of:

a) objects with regular shape and objects with irregular shape,

b) different liquids.

Discuss why some objects and liquids float by relating to density.

Makinghypothesis

Comparing &contrasting

Sequencing

Makingconclusion

Being honest andaccurate inrecording andvalidating data.

Systematic

Having criticaland analyticalthinking.




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and liquids.

1.4Appreciatingthe use of properties of matter ineveryday life.

A student is able to:- describe how man

uses the differentstates of matter,

- describe how manapplies the conceptof density,

- carry out an activityto explore theapplications of theconcept of floatingand sinking related

to density.

Gather information and discuss how:a) man uses his knowledge of different states of matter to store andtransport gases and liquids,

b) man uses the concept of density in making rafts, floats etc.Carry out an activity to explore the applications of the concept of floating and sinking related to density.

Relating


Generatingideas

Makingconclusion


Having criticaland analyticalthinking.

THEME: MATTER IN NATURELearning Area: 2. The Variety of Resources on Earth



2.1Knowing thedifferentresources onearth.

A student is able to:- list the resources

on earth needed tosustain life,

- list the resourceson earth used ineveryday life.

Gather information about the resources on earth, i.e. water, air, so il,minerals, fossil fuels and living things.


Relating

Grouping &classifying

Having interestand curiositytowards theenvironment.

Being thankful toGod

Appreciating thebalance of nature.

2.2

Understandingelements,compoundsand mixtures.


- state whatelements,compounds andmixtures are,

- give examples of elements,

Gather information and discuss

a) what elements, compounds and mixtures are,

b) what metals and nonmetals are,

c) examples of elements, compounds, mixtures, metals and non-

Attributing


Classifying

Having critical &

analyticalthinking.

Having aninterest andcuriosity towards




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compounds andmixtures,

- state thedifferences betweenelements,compounds and

- mixtures,- carry out activities

to compare andcontrast theproperties of different metals andnonmetals,

- classify elements as

metals and non-metals based ontheircharacteristics,

- give examples of metals and non-metals,

metals.Compare and contrast the properties of elements, compounds and

mixtures.

Carry out activities to compare the properties of metals and non-metals in terms of appearance, hardness, conductivity of heat andconductivity of electricity.

Makinggeneralizations

.

the environment.

THEME: MATTER IN NATURE

Learning Area: 2. The Variety of Resources on Earth



A student is able to:- carry out activities

to separate thecomponents of amixture.

Carry out activities to separate the components of mixtures e.g.

a) mixture of iron filings and sulphur powder,b) mixture of sand and salt.




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2.3Appreciating

the importanceof the varietyof earth·sresources toman.

A student is able to:- explain the

importance of variety of earth·sresources to man,

- state the meaningof the preservationand conservation of resources on earth,

- state theimportance of thepreservation andconservation of

resources on earth,

- practise reducingthe use, reusingand recycling of materials.

Discuss the importance of earth·s resources (water, air, soil, minerals,fossil fuels and living things) to man.

Draw a concept map to show the relationship between theseresources to the basic needs of life.

Gather information on the preservation and conservation of resources on earth.

Discuss the importance of the preservation and conservation of resources on earth (e.g. recycling of paper reduces the cutting down of trees; conserving clean water prevents water shortage).Carry out a project, campaign or competition on reducing the use,reusing and recycling of materials

e.g. using old unfinished exercise books as note books and collectingold newspapers.

Relating

Evaluating

Prioritizing

Having aninterest and

curiosity towardsthe environment.


THEME: MATTER IN NATURELearning Area: 3. The Air Around Us

W Learning

Objectives


3.1Understandingwhat air ismade up of (the

A student is able to:- state what air is made up of,- explain why air is a mixture,- state the percentage of

Gather information on:

a) the composition of air,

Attributing

Relating

Having aninterest andcuriosity towardsthe environment.




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composition of air).

nitrogen, oxygen and carbondioxide in air,

- carry out activities to show:

a) the percentage of oxygen in air,

b) that air contains water vapour,microorganisms and dust.

b) the percentage of nitrogen, oxygen and carbon dioxidein air.

Carry out activities to show:

a) the percentage of oxygen in air,

b) that air contains water vapour, microorganisms anddust.


Realizing that

science is ameans tounderstandnature.

Thinkingrationally.

3.2Understandingthe propertiesof oxygen andcarbon dioxide.

A student is able to:- list the properties of oxygen

and carbon dioxide,- identify oxygen and carbon

dioxide based on theirproperties,

- choose a suitable test foroxygen and carbon dioxide

Gather information on the properties of oxygen and carbondioxide.

Carry out activities to show the properties of oxygen andcarbon 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.

Attributing

Analyzing

Makinginferences

Relating

Predicting

Being fair and just.

Thinkingrationally.

Being confidentand independent.


W Learning

Objectives


3.3Understandingthat oxygen isneeded inrespiration.

A student is able to:- state that energy, carbon

dioxide and water vapour arethe products of respiration,

- relate that living things use

Gather information and discuss respiration.

Carry out an experiment to show that during respiration,living things

Attributing

Relating

Having a criticaland analyticalthinking .

Being objective




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oxygen and give out carbondioxide during respiration,

- compare and contrast thecontent of oxygen in inhaledand exhaled air in humans,

- state that oxygen is needed forrespiration,

- carry out an experiment toshow that living things useoxygen and give out carbondioxide during respiration.

(a) use oxygen,(b) give out carbon dioxide. Thinking

rationally.

THEME: MATTER IN NATURE

Learning Area: 3. The Air Around Us



3.4Understandingthat oxygen isneeded forcombustion(burning).

A student is able to:- state what combustion is,- state that oxygen is needed for

combustion,- list the products of

combustion,- carry out experiments to

investigate combustion.

Gather information and discuss combustion.

Carry out experiments to:

a) show that oxygen is needed for combustion,

c) investigate the effect of the size of a container on the

length of time a candle burns.

Carry out activity to test for the products of combustion of charcoal and candle.

Attributing

analysing

Realising thatscience is ameans tounderstandnature.

3.5Analysing theeffects of airpollution.

A student is able to:- explain what air pollution is,- list examples of air pollutants,- list the sources of air

pollutants,- Describe the effects of air

pollution,- Explain the steps needed toprevent and control airpollution.

Gather information and discuss:

a) What air pollution is,b) Examples of air pollutants,

c)The sources of air pollutants,

d)The effects of air pollution on man and the environment,

e) The steps needed to control air pollution.

Carry out a project to study:

Attributing

Relating

Makinginferences

Appreciate nature

Thinkingrationally.




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a)Air pollution in an area around the school,

b) The effects of air pollution.

Carry out a project to study:

a)Air pollution in an area around the school,

b) The effects of air pollution.




3.6Realising theimportance of keeping the airclean.

A student is able to:- Describe how life would be

without clean air,- suggest ways to keep the air

clean,- practise habits that keep the air

clean.

Gather information and discuss:

a) how life would be without clean air,

b) ways to keep the air clean,

c) habits that keep the air clean.

Carry out an activity to show the pollutants in cigarettesmoke.

Attributing

Relating

Appreciate theusefulness of water.


THEME: ENERGYLearning Area: 1. Sources of Energy






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1.1Understanding

various formsand sources of energy.

A student is able to:- -list the various forms of

energy,- list the various sources of

energy,- identify energy changes,- identify the sun as the primary

source of energy,- carry out an activity to

investigate the change of energy from potential to kineticenergy and vice versa.

Gather information about the various forms and sources of energy, and energy changes.

Discuss the sun as the primary source of energy.

Carry out activity to see the change of energy change

- from potential to kinetic energy, e.g. a ball rollingdown a slope.

- from kinetic to potential energy, e.g. the winding of the spring in a toy car.

Attributing

Relating

classify

Appreciate nature

1.2Understanding

renewable andnon-renewableenergy.

A student is able to:- define renewable and

nonrenewable- sources of energy,- group the various sources of

energy into renewable andnonrenewable,

- explain why we need toconserve energy,

- suggest ways to use energyefficiently.

Gather information and discuss the meaning of renewableand non-renewable energy sources.

Carry out a project on:

a) renewable and non-renewable energy sources,

b) the uses of solar energy,

c) the ways to increase efficient use of energy.

Attributing


Appreciate thesources of energy

Being thankful

1.3Realising theimportance of

conservingenergysources.

A student is able to:- describe the importance of

conserving energy sources,

-

explain the use and- management of energysources.

Discuss the impor tanc e o co ns ervi ng ener gy sourc es .Discuss the use and management of energy sources.

Relating

Analyzing

Having aninterest andcuriosity towards

the environment.

THEME: ENERGYLearning Area: 2. Heat






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2.1Understanding

heat as a formof energy.

A student is able to:- 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,- state the meaning of

temperature,- - state the difference between

heat and temperature.

C a rr y ou t a c t ivi t i es t o s how:

a) the sun gives out heat,b) ways to produce heat,c) heat and temperature are not the same e.g. ask students topredict and observe how the temperatures change when hotand cold water are mixed.

Discuss:a) that heat is a form of energy,b) the uses of heat in our daily lifec) what temperature is,

d) the difference betweentemperature and heat.

Attributing

Classifying


Being thankful to

god.

Appreciatenature.

2.2Understandingheat flow(transferred) andits effect.

A student is able to:- state that heat causes solids,

liquids and gases to expandand contract,

- state that heat flows in threedifferent ways (conduction,convection and radiation),

- state that heat flows

(transferred) from hot to cold,

- give examples of heat flow innatural phenomena,

- state what a heat conductoris,

- state what a heat insulator is,

- list uses of heat conductorsand heat insulators in dailylife,

- carry out an experiment toinvestigate the use of different

materials as heat insulators.

C a rr y ou t a c t ivi t i es t o s how that heat c a us es solids, liquids and ga s es t o ex p and and co nt r a c t.

(ball and ring, mercury in thermometer and air in roundbottomedflask)

Carry out activities to show how heat flows by conduction,convection and radiation.

Carry out group activities to discuss:

a) natural phenomena such as land breeze, sea breeze and thewarming of the earth by the sun,

b) how buildings can be kept cool,

c) what a heat conductor is,

d) what a heat insulator is,

e) the uses of heat conductors and heat insulators in daily life.Carry out an experiment to investigate the use of differentmaterials as heat insulators.

Attributing

Analyzing

Generatingideas





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2.3Analysing theeffect of heaton matter.

A student is able to:- state the change in state of

matter in physical processes,

- explain that change in stateof matter involves theabsorption and release of

heat,

- give examples of dailyobservations which show achange in state of matter.

Carry out activities to show the change in state of matter inphysical processes.

Discuss:(i) the effects of heat on the state of matter,

(ii) examples of daily observations which show a change in state

of matter.

Attributing

Relating

makinggeneralization

generatingideas

Appreciate nature

Thankful to god.

2.4Applying theprinciple of expansionandcontraction of

matter.

A student is able to:- explain with examples the

use of expansion andcontraction of matter in dailylife,

- apply the principle of expansion and contraction of matter in solving simpleproblems.

Discuss the use of expansion and contraction of matter in thefollowing:

a) mercury in a thermometer,b) bimetallic strip in a fire alarm,c) gaps in railway tracks,

d) rollers in steel bridges.

Discuss the use of the principle of expansion and contraction of matter to solve simple problems.

Attributing

Relating

makinggeneralization

generatingideas

Appreciate nature

Thankful to god.




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THEME: ENERGYLearning Area: 2. Heat



2.5Understandingthat dark, dullobjects absorband give out

heat better.


- state that dark, dull objectsabsorb heat better than white,shiny objects,

-

state that dark, dull objects giveout heat better than white,shiny objects,

- carry out experiments toinvestigate heat absorption andheat release.

Carry out experiments to show that:

a) dark, dull objects absorb heatbetter than white, shiny objects,b) dark, dull objects give out heat better than white, shiny

objects.

Attributing

Relating

making

generalization

generatingideas

Appreciate nature

Thankful to god.

2.6Appreciatingthe benefits of heat flow.


- put into practice the principle of heat flow to provide comfortableliving.

Discuss and put into practiceactivities such as the opening of windows in the classroom orlaboratory to improve aircirculation.

Attributing

Relating

making

generalization

generatingideas

Appreciate nature

Thankful to god.

yearly planning science1

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