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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
W LearningObjectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
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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THEME: INTRODUCING SCIENCELearning Area: 1. Introduction to Science
W Learning
Objectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
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.
A student is able to:
- 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
THEME: INTRODUCING SCIENCELearning Area: 1. Introduction to Science
W LearningObjectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
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.
A student is able to:
- 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
W LearningObjectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
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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THEME: MAN AND THE VARIETY OF LIVING THINGSLearning Area: 1. Cell as a Unit of Life
W LearningObjectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
1.2
Understandingunicellularorganism andmulticellularorganism.
A student is able to:
- 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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THEME: MAN AND THE VARIETY OF LIVING THINGSLearning Area: 1. Cell as a Unit of Life
W LearningObjectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
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
W LearningObjectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
1.1
Understandingthat matter hasmassand occupiesspace.
A student is able to:
- 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
W LearningObjectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
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
Comparing &contrasting
Generatingideas
Makingconclusion
Realizing thatscience is ameans tounderstandnature.
Having criticaland analyticalthinking.
THEME: MATTER IN NATURELearning Area: 2. The Variety of Resources on Earth
W LearningObjectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
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.
Comparing &contrasting
Relating
Grouping &classifying
Having interestand curiositytowards theenvironment.
Being thankful toGod
Appreciating thebalance of nature.
2.2
Understandingelements,compoundsand mixtures.
A student is able to:
- 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
Comparing &contrasting
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
W LearningObjectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
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.
Being thankful togod.
THEME: MATTER IN NATURELearning Area: 3. The Air Around Us
W Learning
Objectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
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.
Comparing &contrasting
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.
THEME: MATTER IN NATURELearning Area: 3. The Air Around Us
W Learning
Objectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
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 carbon- dioxide 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
W LearningObjectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
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.
THEME: MATTER IN NATURELearning Area: 3. The Air Around Us
W LearningObjectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
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.
Being thankful togod.
THEME: ENERGYLearning Area: 1. Sources of Energy
W LearningObjectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
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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
Comparing &contrasting
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
W LearningObjectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
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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
Comparing &contrasting
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
Realizing thatscience is ameans tounderstandnature.
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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
W LearningObjectives
Learning Outcomes Suggested Learning Activities CCTS Morals Value
2.5Understandingthat dark, dullobjects absorband give out
heat better.
A student is able to:
- 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.
A student is able to:
- 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.