Yearly SC F1 2015

Science Form One
SMK TINGGI SARIKEI (YFB 6101)

2015
YEARLY LESSON PLAN
SCIENCE FORM ONE
Science Form One

WEEK
(DATE)
LEARNING
OBJECTIVE
LEARNING OUTCOME
THEME: INTRODUCING SCIENCE

LEARNING AREA: 1. INTRODUCTION TO SCIENCE
2
1.1
A student is able to:
( 12/1 Understanding
16/1 ) that science is
List what he sees around him
part of everyday
that is related to science,
life.
Explain the importance of
science in everyday life.
Name some careers in science
such as:
i. science teachers,
ii. doctors,
iii. engineers.
iv. environmental scientists
3
(19/1
23/1 )
1.2
Understanding
the steps in
scientific
investigation
State the steps in scientific

investigation/experiment,.
Carry out a scientific
investigation.
SUGGESTED LEARNING
ACTIVITIES
1) Describe examples of natural

phenomena that students see
around them:
a) growth of human from a baby
to an adult,
b) fall of a ball to the ground,
c) melting of ice.
2) Discuss the uses and benefits of
science in everyday life.
T&L
APPROACH/
TSTS
NOTES
PPPM
[TEMA/BAND]
Science,
Technology &
Society
relating
comparing
and
contrasting
analyzing
visualising
During learning
activities, bring out the
science concepts and
principles students have
learned in primary
school.
Inquiry-discovery
Relating
Analysing
Scientific investigation
involves the use of
science process skills.
TA/B1
menyatakan pelbagai
fenomena semula jadi
dan kerjaya dalam bidang
sains dengan betul.
Talks on careers in
science by professionals.
3) Attend talks on careers in science.

1) Carry out a scientific
investigation/experiment,
e.g. To find out what affects the
number of times a pendulum
swings back and forth in a given
time (oscillations).
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 to collect and
analyse data.
There should be a guided

discussion for steps (a) to
(c) before students carry
out the experiment.
TA/B5
mengamal dan menilai
maklumat saintifik untuk
menyiasat faktor yang
mempengaruhi ayunan
bandul dalam satu jangka
masa mengikut prosedur
yang betul dan
bersistematik.
Science Form One

d) carrying out the experiment,
e) writing down what has been
observed (collecting data),
f) finding a meaning for what has
been observed (analysing and
interpreting data),
g) deciding whether the hypothesis
is true (making conclusions),
h) writing a report on the
investigation (reporting).
This activity helps the

teacher to identify
students capabilities to
carry out a scientific
investigation.
3) Students can be asked to report

their investigations to the class.
They should emphasise the steps
they have taken; what they have
changed; what they have kept the
same and what they have
measured.
4
( 26/1
30/1 )
4
( 26/1
30/1 )
1.3
Knowing
physical
quantities and
their units.
1.4
Understanding
the use of
measuring tools

State physical quantities:
length, mass, time,
temperature and electric
current.
State the S.I. units and the
corresponding symbols for
these physical quantities.
State the symbol and values
of prefixes for units of length
and mass: mili-, centi- and
kilo-.
identify and use appropriate
prefixes in the measurement
of length and mass
Choose the right tool and
measure length.
Estimate the area of regular
and irregular shapes using
1) Identify physical quantities (length,

mass, time, temperature and
electric current), their values and
units found on product
descriptions.
2) Find words with the prefixes used
in measurements such as kilo-,
centi-, and milli3) Find the symbols used for these
units of measurement.
4) Find the value of these prefixes.
Mastery Learning
Attributing
Analysing
Relating
Grouping and
classifying
Evaluating
Product descriptions can

be found on labels, boxes
of electrical appliances,
food packets, etc.
1) Measure the length of straight

lines, curves and the diameter of
objects using rulers, thread and
calipers.
2) Estimate area of regular and
irregular shapes using graph paper.
Inquiry-discovery
Contextual
Learning
Analising
Generating
ideas
Make sure students take

measurements correctly
and accurately.
TA/B2
menerangkan kuantiti
fizik dengan jelas
S.I. is an abbreviation for

the French term Systme
International dUnits
which means
international system for
units.
TA/B4
menggunakan
pengetahuan saintifik dan
kemahiran saintifik untuk
membuat pengukuran
mengikut prosedur yang
Science Form One
5
( 2/2
6/2)
6
( 9/2
13/2 )
1.5
Understanding
the concept of
mass
1.6
Realising the
importance of
standard units in
everyday life
graph paper.
Choose the right tool and
measure the volume of
liquid.
Choose the right tool to
measure the body
temperature and the
temperature of a liquid
Determine the volume of
solids using the water
displacement method.
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.
6) Discuss the right choice of tool in
making measurements.
7) Apply the above measurement
skills in the context of experiments.
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.
6) Apply the skills of using the spring
balance and beam/lever balance in
the context of an experiment.
Inquiry-discovery
Contextual
Learning
Analising
Generating
ideas
1) 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)
2) Act out a scene to show the
problem caused by not using
standard units e.g. buying things at
the market.
3) Discuss the advantages and
disadvantages of using different
units of measurement.
Mastery Learning
Making
inference
Analysing
Relating
Making
conclusion
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.
A student s able to:
Give examples of problems
that may arise if standard
units are not used.
betul dengan bimbingan.
Unit for weight: newton

Unit for mass: kilogram
Carry out an experiment
in which students have to
apply the skill of
measuring mass and
weight.
TA/B3
mengaplikasikan
pengetahuan saintifik
mengenai konsep berat
dan jisim secara meluas.
TA/B6
mensintesis maklumat
dalam bentuk
persembahan mengenai
kepentingan unit piawai
dalam kehidupan harian
secara kreatif, inovatif
dan lengkap.
Science Form One
THEME: MAN AND THE VARIETY OF LIVING THINGS

LEARNING AREA: 2. CELL AS A UNIT OF LIFE
7
2.1
20/2 ) cells
Identify that cell is the basic
unit of living things.
Prepare slides following the
proper procedure.
Use a microscope properly,
Identify the general
structures of animal cells
and a plant cells,
Draw the general structure
of an animal cell and plant
cell
Label the general structure
of an animal cell and a plant
cell,
State the function of each
cell structure,
State the similarities and
differences between an
animal cell and a plant cell.
8
( 23/2
27/2 )
2.2
Understanding
unicellular
organism and
multicellular
organism

State the meaning of
unicellular organism and
multicellular organism,
Give examples of
unicellular organism and
multicellular organism.
1) Gather information on living

organisms and identify the smallest
living unit that makes up the
organism.
2) Prepare slides of cheek cells and
onion cells.
3) Study the general structure of
cheek cells and onion cells under a
microscope using the correct
procedure.
4) Draw and label the different
structures of an animal cell and a
plant cell.
5) Compare an animal cell to a plant
cell.
6) Gather information on cell
structures and discuss their
functions.
Mastery Learning
Attributing
Classifying
Comparing
and contasting
1) Gather information about

unicellular organisms and
multicellular organisms.
2) Provide students with pictures
cards, name cards, cards with the
labels unicellular and
multicellular. Students match the
three cards for each organism.
3) Observe examples of unicellular
organisms and multicellular
organisms under a microscope.
Mastery Learning
Attributing
Classifying
Comparing
and contrasting
General structure of a
cell may include cell
wall, cell membrane,
protoplasm (cytoplasm
and nucleus), chloroplast
and vacuole.
The usage and handling
of a microscope is
introduced in this
learning area.
Remind pupils of the
safety precautions to be
taken when preparing
samples of cheek cells.
Use prepared slides or

fresh specimens.
Introduce the term
microorganisms.
TB/B3
mengaplikasikan
mengenai persamaan dan
perbezaan struktur serta
fungsi bagi sel haiwan
dan sel tumbuhan,
TB/B4
menggunakan
menyediakan slaid,
menggunakan mikroskop
dan melukis stuktur sel
haiwan dan sel tumbuhan
betul dengan bimbingan
TB/B2
menerangkan maksud
dan contoh organisma
unisel dan multisel
dengan jelas.
TB/B5
mengelaskan organisma
unisel dan multisel
melalui kajian makmal
betul dan bersistematik.
9 - 10
Science Form One

( 2/3
13/3 )
FIRST MID TERM EXAMINATION
( 16/3
20/3 )
11
( 23/3
27/3 )
12
( 30/3
3/4 )
FIRST MID TERM BREAK

CORRECTION OF FIRST MID TERM EXAMINATION PAPER
2.3
Understanding
that cells form
Name the different types of
tissues, organs
human cells,
and systems in
State the functions of
the human body.
different types of human
cells,
Arrange sequentially cell
organization from simple to
complex using the terms
cell, tissue, organ, system
and organism.
1) Gather information and discuss the

following:
a) Types of human cells,
b) Functions of different types of
human cells.
2) Use a graphic organiser (e.g.
ladder of hierarchy) to show the
hierarchy of cell organisation:
cell
tissue
organ
system
organism
Mastery Learning
Relating
Attributing
Comparing
and contrasting
Classifying
TB/B1
menyatakan pelbagai
jenis sel manusia dengan
betul.
1) Discuss why human beings are

complex organisms.
Mastery Learning
Relating
Analyzing
TB/B6
dalam bentuk
persembahan untuk
menjelaskan manusia
adalah organisma
kompleks secara kreatif,
inovatif dan lengkap.
1) Through activities, show that

things such as book, air, water, soil
Inquiry-discovery
Relating
TC/B1
menyatakan pelbagai
organism
system
TB/B3
mengaplikasikan
mengenai pelbagai jenis
sel dalam badan manusia
dan organisasi sel dari
mudah ke kompleks
secara meluas.
organ
tissue
cell
12
( 30/3
3/4 )
2.4
Realising that
humans are
complex
organisms

Explain why human beings
are complex organisms.
THEME: MATTER IN NATURE

LEARNING AREA: 3. MATTER
13
3.1
( 6/4 Understanding
Science Form One

10/4 )
14
( 13/4
17/4 )
that matter has

mass and
occupies space.
3.2
Understanding
the three states
of matter
State that things have mass

and occupy space,
Explain what matter is,
relate things and matter
carry out activities to show
that air, water, soil and
living things have mass and
occupy space.
15
( 20/4
24/4 )
3.3
Understanding
the concept of
density
15
( 20/4
24/4 )
3.4
Appreciating
the use of
properties of
matter in
and living things have mass and

occupy space.
2) Discuss what matter is.
3) List examples of matter.
1) Gather information and discuss

a) what matter is made up of,
State that matter is made up
b) what the three states of matter
are
of particles.
2) compare the three states of matter
State the three states of
in terms of:
matter,
a) the arrangement of particles
State the arrangement of
b) the movement of particles.
particles in the three states
3) Simulate the arrangement and
of matter,
movement of particles in the three
State the differences in the
states of matter.
movement of particles in the
three states of matter.

Define density,
Explain why some objects
and liquids float,
Solve simple problems
related to density
carry out activities to
explore the densities of
objects and liquids.
Describe how man uses the
different states of matter,
Describe how man applies
Making
conclusion
objek yang mempunyai

jisim dan memenuhi
ruang dengan betul.
TC/B4
menggunakan
mengkaji udara, air,
tanah, benda hidup
mempunyai jisim dan
memenuhi ruang
Mastery Learning
Making
analogies
TC/B3
mengaplikasikan
mengenai perbezaan
susunan dan pergerakan
zarah dalam tiga keadaan
jirim secara meluas.
Inquiry-discovery
Visualising
Predicting
1) Recall the definition of density.

2) Through activities, find the
densities of:
a) objects with regular shape and
objects with irregular shape,
b) different liquids.
3) Discuss why some objects and
liquids float by relating to density.
Inquiry-discovery
Visualising
Predicting
Attributing
Comparing
and
contrasting
Problem
solving

how:
a) man uses his knowledge of
different states of matter to store
and transport gases and liquids,
Contextual
Learning
relating
comparing
and
Archimedes
Principle need not be
introduced.
TC/B5
maklumat saintifik bagi
menyelesaikan masalah
berkaitan ketumpatan
Science Form One

everyday life.
the concept of density.

Carry out an activity to
explore the applications of
the concept of floating and
sinking related to density.
b) man uses the concept of density

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

LEARNING AREA: 4. THE VARIETY OF RESOURCES ON EARTH
16
4.1
1) Gather information about the
( 27/4 Knowing the
resources on earth, i.e. water, air,
1/5 )
different
List the resources on earth
soil, minerals, fossil fuels and
resources on
needed to sustain life,
living things.
earth
List the resources on earth
used in everyday life.
17
(4/5
8/5 )
4.2
Understanding
elements,
compounds and
mixtures

State what elements,
compounds and mixtures
are,
Give examples of elements,
compounds and mixtures,
State the differences
between elements,
compounds and mixtures,
Carry out activities to
compare and contrast the
properties of different metal
and non-metals,
Classify element as metals
and non-metals based on
their characteristics,
Give examples of metals
and non-metals.
Carry out activities to
separate the components of
a mixture.
1) Gather information and discuss:

a) what elements, compounds
and mixtures are,
b) what metals and non-metals
are,
c) 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 and non-metals
in terms of appearance, hardness,
conductivity of heat and
conductivity of electricity.
4) Carry out activities to separate the
components of mixtures e.g.
a) mixture of iron filings and
sulpher powder,
b) mixture of sand and salt.
contrasting
generating
ideas.
Mastery Learning
Comparing
and contrasting
Relating
Grouping and
classifying
TC/B2
menerangkan kegunaan
pelbagai sumber di Bumi
yang menyokong
kesinambungan hidup
dalam kehidupan harian
dengan jelas.
Mastery Learning
Attributing
Comparing
and
contrasting
Grouping and
classifying
Making
generalizations
TC/B4
menggunakan
mengkaji perbezaan
antara unsur, sebatian
dan campuran, kaedah
pengasingan campuran,
ciri-ciri logam dan bukan
logam serta
pengelasannya
Inquiry-discovery
Comparing
and
contrasting
Attributing
Relating
Synthesising
Making
inferences
Generating
ideas
Predicting
analysing
Science Form One

18 20
( 11/5
27/5)
( 1/6
12/6 )
21
( 15/6
19/6 )
22
( 22/6
26/6 )
FIRST TERM EXAMINATION

FIRST TERM BREAK
CORRECTION OF FIRST TERM EXAMINATION PAPER
4.3
Appreciating the
importance of
Explain the importance of
the variety of
variety of earths resources
earths resources
to man,
to man
State the meaning of the
preservation and
conservation of resources on
earth,
State the importance of the
preservation and
conservation of resources on
earth,
practise reducing the use,
reusing and recycling of
materials.
1) Discuss the importance of earths

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 earh.
4) Discuss the importances 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).
5) 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 collecting
old newspapers.

LEARNING AREA: 5. THE AIR AROUND US
23
5.1
1) Gather information on:
a) The composition of air,
3/7 )
what air is made State what air is made up of,
b) The percentage of nitrogen,
up of.
oxygen and carbon dioxide in
Explain why air is a
air.
mixture,
2) Carry out activities to show:
state the percentage of
a) The percentage of oxygen in
nitrogen, oxygen and carbon
air,
dioxide in air,
Mastery Learning
Relating
Evaluating
Prioritizing
Mastery Learning
attributing
comparing
and
contrasting
relating
TC/B6
dalam bentuk
persembahan tentang
hubungan sumber dengan
kepentingan
pemeliharaan dan
pemuliharaan sumber di
Bumi secara kreatif,
inovatif dan lengkap.
Air is a mixture of
nitrogen, oxygen, carbon
dioxide, inert gases,
water vapour,
microorganisms and
dust.
TC/B4
menggunakan
mengkaji komponen
udara
Inquiry-discovery
Science Form One

Carry out activities to show:
a) the percentage of
oxygen in air,
b) that air contains water
vapour,
microorganisms and
dust.
23
( 29/6
3/7 )
24
(6/7
10/7 )
5.2
Understanding
the properties of
oxygen and
carbon dioxide
5.3
Understanding
that oxygen is
needed in
respiration

List the properties of
oxygen and carbon dioxide,
Identify oxygen and carbon
dioxide based on their
properties,
Choose a suitable test for
oxygen and carbon dioxide

State that energy, carbon
dioxide and water vapour
are the products of
respiration,
Relate that living things
uses oxygen and give out
carbon doxide during
respiration,
Compare and contrast the
content of oxygen in inhaled
and exhaled air in human,
State that oxygen is needed
for respiration,
Carry out an experiment to
show that living things use
b) that air contains water vapour, analyzing

microorganisms and dust.
attributing
making
inferences
comparing
and
contrasting
relating
predicting
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.
respiration.
2) Carry out an experiment to show
that during respiration, living
things
a) Use oxygen
b) Give out carbon dioxide
Mastery Learning
attributing
comparing
and
contrasting
relating
Inquiry-discovery
relating
making
inferences
evaluating
Mastery Learning
attributing
relating
Inquiry-discovery
relating
making
inferences
predicting
comparing
and
contrasting
contextual
learning
TC/B4
menggunakan
mengkaji ciri-ciri
oksigen dan karbon
dioksida mengikut
prosedur yang betul
dengan bimbingan.
TC/B5
maklumat saintifik bagi
menyiasat gas yang
terlibat dalam respirasi,
dan persamaan,
perbezaan antara udara
sedutan dan udara
hembusan mengikut
prosedur yang betul dan
bersistematik.
10
Science Form One

oxygen and give out carbon
dioxide during respiration.
24
(6/7
10/7 )
5.4
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

combustion.
2) Carry out an experiment to:
a) Show that oxygen is needed
for combustion,
b) Invertigate 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 and candle.
Mastery Learning
attributing
relating
25
( 13/7
17/7 )
5.5
Analysing 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
pollution,
Explain the steps needed to
prevent and control air
pollution.

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.
2) Carry out a project to study:
a) Air pollution I an area around
the school
b) The effects of air pollution.
Inquiry-discovery
25
( 13/7
17/7 )
5.6
Realising the
importance of
keeping the air
clean

Describe how life would be
a) how life would be without
clean air,
without clean air,
b) ways to keep the air clean,
Suggest ways to keep the air
c) habits that keep the air clean.
clean,
Practise habits that keep the 2) Carry out an activity to show the
pollutants in cigarette smoke.
air clean.
Mastery Learning
relating
evaluating
comporing
and
contrasting
predicting
Inquiry-discovery
attributing
analyzing
predicting
making
inferences
evaluating
synthesizing
analyzing
Charcoal is an example
of carbon.
TC/B5
maklumat saintifik
menyiasat gas yang
terlibat dalam
pembakaran,
Inquiry-discovery
relating
11
Science Form One

predicting
general ideas
THEME: ENERGY
LEARNING AREA: 6. SOURCES OF ENERGY
26
6.1
List various forms of
24/7 )
various forms
energy,
and sources of
List various sources of
energy
energy,
Identify energy changes,
Identify the sun as the
primary souce of energy,
Carry out an activity to
investigate the change of
energy from potential to
kinetic energy and vice
versa.
27
( 27/7
31/7 )
6.2
Understanding
renewable and
non-renewable
energy

Define renewable and nonrenewable sources of
energy,
Group the various sources
of energy into renewable
and non-renewable
Explain why we need to
conserve energy
Suggest ways to use energy
efficiently.
27
( 27/7
6.3
Realising the
1) Gather information about the

various forms and sources of
energy and energy changes.
2) Discuss the sun as the primary
sources of energy.
3) Carry out activity to see the change
of energy change:
a) From potential to kinetic
energy, e.g. a ball rolling
down a slope,
b) From kinetic to potential
energy, e.g. the winding of the
spring in a toy car.
Mastery Learning
attributing
relating
grouping and
classifying
1) Gather information and discuss the
Contextual
learning
meaning of renewable and nonrenewable energy sources.
2) Carry out a project on:

a) Renewable and nonrenewable energy sources,
b) The uses of solar energy,
c) The ways to increase efficient
use of energy.
1) Discuss the importance of

conserving energy sources.
TF/B1
menyatakan pelbagai
jenis dan sumber tenaga
dengan betul.
TF/B4
menggunakan
mengkaji perubahan
tenaga daripada tenaga
keupayaan kepada
tenaga kinetik dan
sebaliknya
Inquiry-discovery
relating
analysing
making
inferences
Project includes the

making of scrap books,
models and posters.
Mastery Learning
Inquiry-discovery
Relating
Grouping and
classifying
Comparing
and
contrasting
making
conclusions
Mastery Learning
Relating
TF/B3
mengaplikasikan
mengenai pengelasan
tenaga yang boleh
diperbaharu dan tidak
boleh diperbaharu secara
meluas.
TF/B6
dalam bentuk
cadangan penggunaan
tenaga efisien secara
kreatif, inovatif dan
lengkap.
Discussion can be in the

form of forum, brain
TF/B6
12
Science Form One

31/7 )
importance of
conserving
energy sources
Describe the importance of

conserving energy sources,
Explain the use and
management of energy
sources.
THEME: ENERGY
LEARNING AREA: 7. HEAT
28
7.1
(3/8
Understanding
7/8 )
heat as a form of State that the sun gives out
energy
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.
29
(10/8
14/8 )
7.2
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
from hot to cold,
Give examples of heat flow
in natural phenomena,
State what a heat conductor
is
State what a heat insulator
is,
2) Discuss the use and management of

energy sources.
Grouping and
classifying
Comparing
and
contrasting
evaluating
1) Carry out activities to show:

a) The sun gives out heat,
b) Ways to produce heat,
c) Heat and temperature are not
the same, e.g. ask students to
predict and observe how the
temperatures change when hot
and cold water are mixed.
2) Discuss:
a) That heat is a form of energy,
b) The uses of heat in our daily
life,
c) What temperature is,
d) The difference between
temperature and heat.
Contextual
learning
1) Carry out activities to show that

heat cause solids, liquid and gases
to expand and contract. (ball and
ring, mercury in thermometer and
air in round-bottomed flask)
Contextual
learning
2) Carry out activities to show how

heat flows by conduction,
convention and radiation,
3) Carry out group activities to
discuss:
a) natural phenomena such as
land breeze, sea breeze and
the warning of the earth by the
sun,
b) how buildings can be kept
storming etc.
TF/B2
menerangkan perbezaan
antara haba dan suhu
dengan jelas.
Mastery Learning
Inquiry-discovery
Relating
Grouping and
classifying
Comparing
and
contrasting
making
conclusions
Mastery Learning
Inquiry-discovery
Relating
Grouping and
classifying
Comparing
and
contrasting
making
conclusions
dalam bentuk
keperluan memelihara
sumber tenaga secara
kreatif, inovatif dan
lengkap.
TF/B4
menggunakan
mengkaji Matahari
membebaskan haba
Explain the effect of

heating and cooling on
solids, liquids and gases.
TF/B4
menggunakan
mengkaji kesan haba
terhadap jirim mengikut
prosedur yang betul
dengan bimbingan.
TF/B5
menyiasat konduktor
haba, penebat haba serta
kegunaannya
13
Science Form One

List uses of heat conductors
and heat insulators in daily
life,
Carry out an experiment to
investigate the use of
different materials as heat
insulators.
30 - 31
( 17/8
28/8 )
32
(31/8
4/9 )
33
(7/9
11/9 )
34
(14/9
18/9 )
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.
4) Carry out experiment to investigate
different materials as heat
insulators.
SECOND MID TERM EXAMINATION

CORRECTION OF SECOND MID TERM EXAMINATION PAPER
7.3
Analysing the
effect of heat on
matter
7.4
Applying the
principles of
expansion and
contraction of
matter

State the change in state of
matter in physical
processes,
Explain that change in state
of matter involves the
absorption and release of
heat,
Give examples of daily
observations which show a
change in state of matter.
Explain with examples the
uses of expansion and
contraction of matter in
daily life.
Apply the principle of
expansion and contraction
of matter in solving simple
problems.
1) Carry out activities to show the

change in state of matter in
physical processes.
2) Discuss:
a) The effects of heat on the
state of matter
b) Examples of daily observation
which shows a change in state
of matter.
1) Discuss the uses of expansion and

contraction of matter in the
following:
a) Mercury in a thermometer,
b) Bimetallic strip in a fire
alarm,
c) Gaps in railway track,
d) Rollers in steel bridges.
Mastery Learning
Relating
Comparing
and
contrasting
Making
inferences
Analyzing
Physical processes
include melting, boiling,
freezing, evaporation,
condensation and
sublimation.
Inquiry-discovery
Analysing
Attributing
Mastery Learning
Relating
Analyzing
Comparing
and
contrasting
evaluating
2) Discuss the uses of the principle of

expansion and contraction of
matter to solve simple problems.
14
Science Form One
( 21/9
25/9 )
35
( 28/9
2/10 )
35
( 28/9
2/10 )
36
( 5/10
9/10 )
37 - 38
(12/10
23/10)
39 - 40
( 26/10
6/11 )
41 - 42
(9/11
20/11)
(23/11
1/1/2016)
SECOND MID TERM BREAK

7.5
Understanding
that 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.
7.6
Appreciating the
benefits of heat Put into practice the
flow
principle of heat flow to
provide comfortable living.
1) Carry out experiments to show

that:
a) dark, dull objects absorb heat
better than white, shiny
objects,
b) dark, dull objects give out
heat better than white, shiny
objects,
Inquiry-discovery
relating
Analyzing
Making
inferences
1) Discuss and put into practice

activities such as the opening of
windows in the classroom or
laboratory to improve air
circulation.
Mastery Learning
Relating
Making
inferences
Analyzing
Inquiry-discovery
relating
attributing
Analysing
TF/B5
menyiasat objek yang
gelap dan kusam
menyerap, membebaskan
haba lebih baik daripada
objek putih dan berkilat
betul dan bersistematik.
REVISION
SECOND TERM EXAMINATION
CORRECTION OF SECOND TERM EXAMINATION PAPER
COMPLETE PPPM
YEAR END HOLIDAY
SCIENTIFIC ATTITUDES & NOBLE VALUES:

Having an interest and curiosity towards the environment.
Being honest and accurate in recording and validating
data.
Being diligent and persevering.
Being responsible about the safety of oneself, others, and

the environment.
Realising that science is a means to understand nature.
Appreciating and practising clean and healthy living.
Appreciating the balance of nature.

Being respectful and well-mannered.
Appreciating the contribution of science and technology.
15
Science Form One

Being thankful to God.
Having critical and analytical thinking.
Being flexible and open-minded.
Being kind-hearted and caring.
Being objective.
Being systematic.
Being cooperative.
Being fair and just.
Daring to try.
Thinking rationally.
Being confident and independent.
16

Yearly SC F1 2015

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Science Form One

SMK TINGGI SARIKEI (YFB 6101)

Science Form One

THEME: INTRODUCING SCIENCE

A student is able to:

State the steps in scientific

1) Describe examples of natural

3) Attend talks on careers in science.

There should be a guided

Science Form One

This activity helps the

3) Students can be asked to report

A student is able to:

1) Identify physical quantities (length,

Product descriptions can

1) Measure the length of straight

Make sure students take

S.I. is an abbreviation for

Science Form One

3) Measure volume of liquids using

A student is able to:

1) Find the weight of different objects

1) Discuss the various units of

Determine the weight of an

betul dengan bimbingan.

Unit for weight: newton

Science Form One

THEME: MAN AND THE VARIETY OF LIVING THINGS

A student is able to:

1) Gather information on living

1) Gather information about

Use prepared slides or

Science Form One

FIRST MID TERM EXAMINATION

FIRST MID TERM BREAK

1) Gather information and discuss the

1) Discuss why human beings are

1) Through activities, show that

A student is able to:

THEME: MATTER IN NATURE

Science Form One

that matter has

State that things have mass

A student is able to:

and living things have mass and

1) Gather information and discuss

A student is able to:

objek yang mempunyai

1) Recall the definition of density.

1) Gather information and discuss

Science Form One

the concept of density.

b) man uses the concept of density

THEME: MATTER IN NATURE

A student is able to:

1) Gather information and discuss:

Science Form One

FIRST TERM EXAMINATION

1) Discuss the importance of earths

THEME: MATTER IN NATURE

Science Form One

A student is able to: