SMK SULTAN ABU BAKAR, KUANTAN

YEARLY TEACHING PLAN

SCIENCE FORM 2
2019

THEME 1: MAINTENANCE AND CONTINUITY OF LIFE

Learning Area: 1. Biodiversity

i-THINK / HOTS / SCIENTIFIC

CONTENT
LEARNING STANDARD PERFORMANCE LEVEL MODUL HEBAT ATTITUDE AND NOTE (S)
WEEK STANDARD
SAINS NOBLE VALUES

1 1.1 A student is able to: PL1:Recall the knowledge and science i-THINK :  Interest and 1/1-
2-4/1 skills on biodiversity.  Circle map curiosity about
Diversity of 1.1.1 Elaborate and  Bridge map the environment. CUTI TAHUN
organism communicate about PL2:Understand and explain  Systematic, BARU
Biodiversity biodiversity. HOTS: confident and
 Defining ethical.
1.1.2 Justify the needs to PL3:Apply knowledge on biodiversity
operationally
manage biodiversity and able to carry out simple tasks.
 Communicating
effectively
PL4:Analyse knowledge on biodiversity
in context of problem solving on events HEBAT Sains Modul
or natural phenomena. 10 dan Modul 24.

2 1.2 A student is able to: PL3:Apply knowledge on biodiversity

7-11/1 and able to carry out simple tasks.
Classification of 1.2.1 Differentiate organisms
organisms using a dichotomous key PL4:Analyse knowledge on biodiversity
based on common in context of problem solving on events
characteristics or natural phenomena.

1.2.2 Characterise the major PL5:Evaluate knowledge of biodiversity

taxonomy group in context of problem solving and
decision making to carry out a task.

Learning Area: 2. Ecosystem

i-THINK / HOTS / SCIENTIFIC

CONTENT
LEARNING STANDARD PERFORMANCE LEVEL MODUL HEBAT ATTITUDE AND NOTE (S)
WEEK STANDARD
SAINS NOBLE VALUES

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3 2.1 A student is able to: PL1:Recall the knowledge and science i-THINK :  Interest in and
14-18/1 skills on ecosystem.  Bubble map curiosity about
Energy flow in 2.1.1 Explain with examples of  Tree map the environment.
ecosystem producer, consumer and PL2:Understand and explain  Partners
decomposer ecosystem. HOTS:  Responsible for
the safety of
PL3:Apply knowledge on ecosystem  Applying
2.1.2 Interpret food chain and and able to carry out simple tasks
themselves and
food web friends and the
environment.
4 2.2 A student is able to: PL1:Recall the knowledge and science 21/1
21-25/1 skills on ecosystem.  Appreciate the
Nutrient cycle in 2.2.1 Elaborate and contribution of CUTI HARI
the ecosystem PL4:Analyse knowledge on ecosystem science and THAIPUSAM
communicate about the
in context of problem solving on events technology.
role of living things in the
oxygen and carbon or natural phenomena.  Cherish the
blessings of the
2.2.2 Justify the role of PL5:Evaluate knowledge of ecosystem Lord.
organisms in the water in context of problem solving and  Appreciate and
cycle of an ecosystem. decision making to carry out a task. practise a life
clean and healthy.
 Realize that
2.2.3 Solve problems when science is one
there are interferences to way to
the cycles caused by understand the
human activities. nature.

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5 2.3 2.3.1 Explain with PL1:Recall the knowledge and science i-THINK :  Interest in and 1/2
28/1-1/2 examples the skills on ecosystem.  Bubble map curiosity about
Interdependence interdependence  Tree map the environment. HARI
and interaction among living things PL3:Apply knowledge on ecosystem  Partners WILAYAH
among and the environment and able to carry out simple tasks HOTS:  Responsible for PERSEKUTUA
organisms and, to maintain a the safety of N
between balanced ecosystem. PL4:Analyse knowledge on ecosystem  Applying themselves and
organisms and in context of problem solving on events
friends and the
the environment 2.3.2 Justify the importance or natural phenomena.
environment.
of adaptations of  Appreciate the
living things to the PL5:Evaluate knowledge of ecosystem
in context of problem solving and contribution of
environment science and
decision making to carry out a task.
technology.
 Cherish the
blessings of the
Lord.
 Appreciate and
practise a life
clean and healthy.
 Realize that
science is one
way to
understand the
nature.

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6 2.3.3 Communicate i-THINK :  Interest in and 4/2-8/2
examples of  Bubble map curiosity about
11/2 – 15/2 interactions between  Tree map the environment. CUTI TBC &
organisms and apply  Partners CUTI KHAS
these interactions in HOTS:  Responsible for KPM
daily life. the safety of
 Applying themselves and
2.3.4 Separate the factors friends and the
that affect the size of environment.
population in an  Appreciate the
ecosystem contribution of
science and
2.3.5 Predict how the technology.
changes in ecosystem  Cherish the
affect the existing blessings of the
resources and balance Lord.
of the population.  Appreciate and
practise a life
clean and healthy.
 Realize that
science is one
way to
understand the
nature.
7 2.4 2.4.1 Justify and PL1:Recall the knowledge and science i-THINK :  Interest in and 13/2
18/2 – 22/2 The role of communicate that man skills on ecosystem.  Bubble map curiosity about
human in needs a stable and  Tree map the environment. CUTI
maintaining a productive ecosystem PL5:Evaluate knowledge of ecosystem  Partners PERISTIWA 1
balanced nature to sustain life. in context of problem solving and HOTS:  Responsible for
decision making to carry out a task. the safety of
 Applying themselves and
friends and the
environment.
 Appreciate the
contribution of
science and
technology.
 Cherish the
blessings of the
Lord.
 Appreciate and
practise a life
clean and healthy.
 Realize that
science is one
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 SMK SULTAN ABU BAKAR, KUANTAN
way to
understand the
nature.

Learning Area: 3. Nutrition

i-THINK / HOTS / SCIENTIFIC

CONTENT
WEEK LEARNING STANDARD PERFORMANCE LEVEL MODUL HEBAT ATTITUDE AND NOTE (S)
STANDARD
SAINS NOBLE VALUES

8 3.1 A student is able to: PL1:Recall the knowledge and science i-THINK : Compulsary
25/2 – 1/3 skills on nutrition.  Tree map  Appreciate experiment:
Classes of 3.1.1 Elaborate God’s gifts.
and  Bubble map
food communicate about PL2:Understand and explain nutrition.  Cooperative Conducting
classes of food. HOTS: scientific
PL3:Apply knowledge on nutrition and  Analysing investigations to
able to carry out simple tasks.  Comparing and test the presence
3.1.2 Test the presence of
starch, glucose, protein contrasting of starch (iodine
solution),
and fats in food.
glucose
(solution
Benedict),
protein (reagents
Millon) and fat
(alcohol testing-
emulsion)

9 3.2 3.2.1 Elaborate and
25/2-22/2 communicate about a
Importance of a balanced diet.
balanced diet
3.2.2 Estimate calories of
food intake in a meal
and plan a balanced
diet
3.2.3 Conduct a research
and justify the
importance of a
balanced diet, exercise
and a healthy lifestyle
in order to maintain a
healthy body.
PL3:Apply knowledge on nutrition and i-THINK : PBL :
 Bubble map  Responsible Obesity among
able to carry out simple tasks.
 Team work pupils
PL4:Analyse knowledge on nutrition in HOTS:
context of problem solving on events or  Analysing 2/3 – CUTI
natural phenomena.  Comparing and PERISTIWA 1
contrasting (Chap Goh Mei)
PL5:Evaluate knowledge of nutrition in
context of problem solving and decision
making to carry out a task.
PL6:Design a task using knowledge and
science skills on nutrition in a creative
and innovative way in the context of
problem solving and decision making or
carry out a task in a new situation with
regards to the social
values/economy/culture of the

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 SMK SULTAN ABU BAKAR, KUANTAN
community.

10 3.3 3.3.1 Elaborate and PL1:Recall the knowledge and science i-THINK :
11/3 – 15/3 communicate about skills on nutrition.  Flow map  Cherish,
Human’s digestion interactions  In-Cooperation
Digestive between organisms PL2:Understand and explain nutrition. HOTS:
system and apply these  Analysing
interactions in daily  Comparing and
life. contrasting

11 3.4 3.4.1 Conduct an PL2:Understand and explain nutrition. i-THINK : 22/3

18/3 – 22/3 Process of experiment to explain
absorption and the absorption of the
transportation of end products of
digested food digestion
and defecation
3.4.2 Relate the function of
digestive system,
blood circulatory
system and respiratory
system.
3.4.3 Elaborate and
communicate about
defecation
 Flow map  Cherish
PL4: Analyse knowledge on nutrition in CUTI
context of problem solving on events or HOTS: PERISTIWA 2
natural phenomena.  Analysing
 Comparing and
PL6: Design a task using knowledge and
contrasting
science skills on nutrition in a creative
and innovative way in the context of
problem solving and decision making or
carry out a task in a new situation with
regards to the social
values/economy/culture of the
community.
23-31/3
FIRST MID TERM BREAK

Learning Area : 4. Human Health

i-THINK / HOTS / SCIENTIFIC

CONTENT
WEEK LEARNING STANDARD PERFORMANCE LEVEL MODUL HEBAT ATTITUDE AND NOTE (S)
STANDARD
SAINS NOBLE VALUES

12 4.1 A student is able to: PL1:Recall the knowledge and science i-THINK : PBL:
1/4 –5/4 skills on human health.  Double bubble  Appreciate and
Infectious and 4.1.1 Differentiate and map practise a life Making
non-infectious PL3:Apply knowledge on human health clean and investigation
communicate about  Tree map
diseases infectious and non- and able to carry out simple tasks. healthy. studies about
 Multi Flow map
infectious diseases.  Cherish the disease of the
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 SMK SULTAN ABU BAKAR, KUANTAN
PL4:Analyse knowledge on human Malaysian
health in context of problem solving on blessings of the population
4.1.2 Explain how infectious Lord.
diseases are spread. events or natural phenomena. HOTS: according to the
 Worktogether statistics of the
PL5:Evaluate knowledge of human  Analysing Ministry of
4.1.3 Separate the cause and health in context of problem solving and  Comparing and
spread of infectious Health to
decision making to carry out a task. contrasting discuss the
diseases
following:
4.1.4 Generate ideas on the
 the most
mechanism to prevent the spread
Disease
of infectious diseases..
occurring in
Malaysia,
 types of
infectious
diseases
that can
cause, and
how to cope

13 4.2 4.2.1 Elaborate and PL1:Recall the knowledge and science HEBAT Science
8/4 – 12/4 communicate about skills on human health. Module 25 (human
Body defence the function of body health)
system defence system. PL3:Apply knowledge on human health
and able to carry out simple tasks.

4.2.2 Define PL4:Analyse knowledge on human

antigens, antibodies health in context of problem solving on
and immunity. events or natural phenomena.

4.2.3 Justify the importance

of immunisation.

7

14 4.2.4 Differentiate passive
15/4 – 19/4 immunity and active
immunity.
4.2.5 Justify good practices
towards attaining
strong immune
system.
4.2.6 Justify and
communicate about
the importance of
immunisation and
health level of
individuals to the
family, social,
economy and nation`
SMK SULTAN ABU BAKAR, KUANTAN
PL5:Evaluate knowledge of human i-THINK :
health in context of problem solving and  Double bubble  Appreciate and
decision making to carry out a task. map practise a life
clean and
 Tree map
PL6:Design a task using knowledge and  Multi Flow map healthy.
science skills on human health in a  Cherish the
creative and innovative way in the blessings of the
context of problem solving and decision HOTS: Lord.
making or carry out a task in a new  Worktogether
situation with regards to the social  Analysing
values/economy/culture of the  Comparing and
community. contrasting

THEME 2 : EXPLORATION OF ELEMENTS IN NATURE

Learning Area : 5. Water and Solution

i-THINK / HOTS / SCIENTIFIC

CONTENT
WEEK LEARNING STANDARD PERFORMANCE LEVEL MODUL HEBAT ATTITUDE AND NOTE (S)
STANDARD
SAINS NOBLE VALUES

5.1 A student is able to: PL1:Recall the knowledge and science i-THINK :  Cherish the
15 skills on water and solution.  Bubble map blessing
22/4 – 26/4 Physical 5.1.1 Elaborate and  Multi flow map  Appreciate the
characteristics communicate about water. PL2:Understandknowledge and science  Double bubble balance of
of water. skills on water and solution. map nature
5.1.2 Carry out experiments and
communicate about the PL3:Apply knowledge on water and HOTS:
water evaporation process solution and able to carry out simple  Analysing
tasks.
in daily life.  Compare and
PL4:Analyse knowledge on water and contrast
solution in context of problem solving on
events or natural phenomena.

PL5:Evaluate knowledge of water and

solution in context of problem solving
and decision making to carry out a task.

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5.2 A student is able to: PL1:Recall the knowledge and science i-THINK :  Cherish
skills on water and solution.  Tree map  Appreciates the
Solution and 5.2.1 Explain with example the  Bubble map contribution of
rate of solubility meaning of solution and PL2:Understandknowledge and science  Multi flow map science and
solubility. skills on water and solution. technology
HOTS:
PL3:Apply knowledge on water and  Analysing
5.2.2 Carry out experiment to solution and able to carry out simple
determine the factors  Compare and
tasks.
affecting the rate of contrast
solubility.

5.2.3 Explain with examples the

meaning of colloids in
daily life.

5.2.4 Elaborate and

communicate the uses of
water as a universal
solvent in daily life and
manufacturing industry

5.2.5 Demonstrate examples of

organic solvent and their
uses in daily life.
5.3 5.3.1 Demonstrate the water PL1:Recall the knowledge and science i-THINK:  Responsible for 30/4
16 purification method. skills on water and solution.  Tree map the safety of
29/4 – 3/5/ Water  Multi flow map yourself and CUTI
purification and 5.3.2 Solve problems in PL2:Understandknowledge and science  Bubble map your friends as PERISTIWA 3
water getting water supply skills on water and solution. well as for the
supply for daily life usage. environment (Temasya
PL3:Apply knowledge on water and  Honest and Olahraga)
5.3.3 Build a model and solution and able to carry out simple accurate
communicate about tasks. 1/5
recording and
water supply system. confirm data
PL4:Analyse knowledge on water and HARI
solution in context of problem solving on PEKERJA
5.3.4 Justify water
sustainability as a key events or natural phenomena.
to healthy living.
PL5:Evaluate knowledge of water and
solution in context of problem solving
and decision making to carry out a task.

PL6:Design a task using knowledge and

science skills on water and solution in a
creative and innovative way in the
context of problem solving and decision
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making or carry out a task in a new
situation with regards to the social
values/economy/culture of the
community.

Learning Area : 6. Acid and Alkali

i-THINK / HOTS / SCIENTIFIC

CONTENT
WEEK LEARNING STANDARD PERFORMANCE LEVEL MODUL HEBAT ATTITUDE AND NOTE (S)
STANDARD
SAINS NOBLE VALUES

17 6.1 A student is able to: PL1:Recall the knowledge and science i-THINK :  Inquiry 20/5
6/5 – 10/5 skills on acid and alkali.  Bubble map
Properties of 6.1.1 Defining operationally  Circle map CUTI GANTI
acid and alkali acid and alkali. PL2:Understandthe knowledge and  Flow map HARI WESAK
science skills on acid and alkali.
22/5
6.1.2 Explain with examples of PL3:Apply knowledge on acid and HOTS:
acidic and alkaline  Analysing NUZUL
alkali and able to carry out simple tasks.
substances.  Compare and QURAN
PL4:Analyse knowledge on acid and contrast
6.1.3 Demonstrate the technique alkali in context of problem solving on
to determine the strength events or natural phenomena.
of acid and alkali based on
pH value
6.1.4 Identify the uses of acid
and alkali in daily life.

18 6.2 A student is able to: PL1:Recall the knowledge and science i-THINK :  Cooperative 10/6
13/5 – skills on acid and alkali.  Flow map  Honest
17/5 Neutralisation 6.2.1 Explain the neutralization CUTI KHAS
reaction. PL2:Understandthe knowledge and HOTS: KPM
science skills on acid and alkali.  Analysing
6.2.2 Explain with examples the PL4:Analyse knowledge on acid and
use of neutralisation alkali in context of problem solving on
reaction in daily life events or natural phenomena.

MINGGU 19: PEP. PERTENGAHAN TAHUN TINGKATAN 1- 5 (21 – 24 MEI 2019)

THEME 3: ENERGY AND SUSTAINABILITY OF LIFE

Learning Area : 7. Electricity and Magnetism

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 SMK SULTAN ABU BAKAR, KUANTAN

i-THINK / HOTS / SCIENTIFIC

CONTENT
WEEK LEARNING STANDARD PERFORMANCE LEVEL MODUL HEBAT ATTITUDE AND NOTE (S)
STANDARD
SAINS NOBLE VALUES

20 7.1 Electricity A student is able to: PL1:Recall the knowledge and science i-THINK :  Be honest and
11/6 – 14/6 skills on electricity and magnetism.  Multi flow map accurate in
7.1.1 Describe and recording and
communicate about PL2:Understand and explain electricity HOTS: verifying data
energy and magnetism.  Analysing  Systematic
PL3:Apply knowledge on electricity and
7.1.2 Explain and communicate magnetism and able to carry out simple
about the existence of tasks.
electrostatic charges
PL4:Analyse knowledge on electricity
7.1.3 Explain with examples on and magnetism in context of problem
electrostatic in daily life. solving on events or natural phenomena.
7.1.4 Draw a conclusion that the
flow of charges produce PL5:Evaluate knowledge of electricity
electric current and magnetism in context of problem
solving and decision making to carry out
21 7.1.5 Characterise current, a task. i-THINK :  Be honest and
17/6 –21/6 voltage and resistance  Multi flow map accurate in
and their units. recording and
HOTS: verifying data
7.1.6 Draw a conclusion on  Analysing  Systematic
the relationship
between current,
voltage and resistance
22 7.2 A student is able to: PL3:Apply knowledge on electricity and i-THINK :  Be honest and
24/6 – 28/6 magnetism and able to carry out simple  Multi flow map accurate in
The flow of 7.2.1 Elaborate and tasks. recording and
electric current communicate about the HOTS: verifying data
in series circuit flow of electric current PL5:Evaluate knowledge of electricity  Analysing  Systematic
and parallel in series circuit and and magnetism in context of problem
circuit parallel circuit. solving and decision making to carry out
a task.

23 7.3 A student is able to: PL2:Understand and explain electricity i-THINK :  Be honest and 13/7
1/7 – 5/7 and magnetism.  Multi flow map accurate in
Magnetism 7.3.1 Draw a conclusion about recording and HARI
the characteristics of a PL3:Apply knowledge on electricity and HOTS: verifying data TERBUKA
magnet magnetism and able to carry out simple  Analysing  Systematic DAN
tasks. KARNIVAL
11

7.3.2 Describe and
communicate about
electromagnet
7.3.3 Carry out an experiment
and communicate about
the uses of magnet and
electromagnet in daily life.
SMK SULTAN ABU BAKAR, KUANTAN
PL6:Design a task using knowledge and SEKOLAH
science skills on electricity and
magnetism in a creative and innovative
way in the context of problem solving
and decision making or carry out a task
in a new situation with regards to the
social values/economy/culture of the
community.

Learning Area : 8. Force and motion

i-THINK / HOTS / SCIENTIFIC

CONTENT
WEEK LEARNING STANDARD PERFORMANCE LEVEL MODUL HEBAT ATTITUDE AND NOTE (S)
STANDARD
SAINS NOBLE VALUES

24 8.1 A student is able to: PL1:Recall the knowledge and science i-THINK :  Be honest and
8/7 – 12/7 skills on force and motion.  Tree map accurate in
Force 8.1.1 Elaborate and  Bubble map recording and
communicate about force.. PL2:Understand and explain force and verifying data
motion. HOTS:  Partners
8.1.2 Explain that force has PL3:Apply knowledge on force and  Analysing  Realize that
magnitude, direction and  Evaluating Science is one
motion and able to carry out simple
point of application way to
tasks.
understand
8.1.3 Measure force in S.I. unit. PL4:Analyse knowledge on force and nature
motion in context of problem solving on  Responsible for
the safety of
8.1.4 Explain with examples events or natural phenomena.
themselves,
that every action force has
other people
an equal (same
around
magnitude) reaction force
 Critical and
but in the opposite
Systematic
direction.
analytic
confident
 Independent
living

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25 8.2 A student is able to: PL2:Understand and explain force and i-THINK :  Be honest and
15/7 – 19/7 motion.  Tree map accurate in
Effects of force 8.2.1 Elaborate and  Bubble map recording and
communicate about the PL3:Apply knowledge on force and verifying data
effects of force. motion and able to carry out simple HOTS:  Partners
tasks.  Analysing  Realize that
8.2.2 Explain and  Evaluating Science is one
communicate the PL4:Analyse knowledge on force and
way to
relationship between motion in context of problem solving on
understand
the differences in events or natural phenomena.
nature
densities and the  Responsible for
effects of buoyancy in PL5:Evaluate knowledge of force and
motion in context of problem solving and the safety of
daily life themselves,
decision making to carry out a task.
other people
around
 Critical and
Systematic
analytic
confident
 Independent
living.
26 A student is able to: i-THINK :  Be honest and
22/7 – 26/7  Tree map accurate in
8.2.3 Classify and solve  Bubble map recording and
problems on levers verifying data
based on the HOTS:  Partners
position of fulcrum,  Analysing  Realize that
load and effort  Evaluating Science is one
way to
8.2.4 Explain and Refer to Module 12 understand
communicate about HEBAT nature
the moment of Science(Force)  Responsible for
force the safety of
themselves,
other people
around
 Critical and
Systematic
analytic
confident
 Independent
living

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28 A student is able to: i-THINK :  Be honest and
5/8 – 9/8  Tree map accurate in
8.2.5 Carry out an  Bubble map recording and
experiment and verifying data
communicate about HOTS:  Partners
pressure and its  Analysing  Realize that
application in daily  Evaluating Science is one
life. way to
Refer to Module 16 understand
8.2.6 Elaborate and HEBAT Science nature
communicate about (Atmosphere).  Responsible for
gas pressure based on the safety of
the kinetic theory of themselves,
gas. other people
around
8.2.7 Explain and  Critical and
communicate about Systematic
the existence of analytic
atmospheric pressure confident
and the effects of  Independent
altitude on the living
magnitude of pressure.

8.2.8 Explain the effects of

depth on liquid
pressure
10/8-18/8
MID SEM 2 BREAK

Learning Area : 9. Heat

i-THINK / HOTS / SCIENTIFIC

CONTENT
WEEK LEARNING STANDADRD PERFORMANCE LEVEL MODUL HEBAT ATTITUDE AND NOTE (S)
STANDARD
SAINS NOBLE VALUES

29 9.1 A student is able to: PL1:Recall the knowledge and science i-THINK :  Interest and
19/8 – skills on heat.  Double bubble curiosity about
23/8 Temperature and 9.1.1 Make a comparison map the
heat between heat and PL2:Understand and explain heat.  Circle map environment
temperature.  Be honest and
HOTS: accurate in
9.2.1 Explain how heat flows recording and

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9.2 from a hot region to PL2:Understand and explain heat.  Understanding verifying data
a cold region. Boston
Heat flow and PL3:Apply knowledge on heat and able to HEBAT Science
thermal 9.2.2 Explain and carry out simple tasks. Module 7 (Heat).
equilibrium communicate about heat
flow in natural
phenomena..

9.2.3 Communicate about heat

conductors and heat
insulators and their uses
in daily life.
30 9.3 A student is able to: PL3:Apply knowledge on heat and able to i-THINK :  Rational- PEPERIKSAA
carry out simple tasks.  Tree map minded N
26/8 – Principle of 9.3.1 Explain how heat can  Multi flow map  Be honest PERCUBAAN
30/8 expansion and cause the expansion and PL4:Analyse knowledge on heat in context  Accurate in PT3/SPM
contraction of contraction in solid, of problem solving on events or natural recording and
matter liquid and gas phenomena HOTS: verifying data 2/9
 Identifying CUTI AWAL
9.3.2 Communicate about the MUHARAM
various uses of
expansion and PBL:
contraction of matter in
daily life

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31 9.4 A student is able to: PL3:Apply knowledge on heat and able to i-THINK :  Be honest and The Green
carry out simple tasks.  Tree map accurate in House Concept
3/9 – 6/9 Relation between 9.4.1 Demonstrate how dark,  Multi flow map recording and fulfils a few
the types of dull objects absorb heat PL6:Design a task using knowledge and verifying data criteria such as
surfaces of objects better than white, shiny science skills on heat in a creative and HOTS:  Systematic, energy
to heat absorption objects.. innovative way in the context of problem  Designing confident and efficiency,
and emission solving and decision making or carry out a  Verifying ethical water
task in a new situation with regards to the  Diligent and efficiency,
9.4.2 Demonstrate how dark, social values/economy/culture of the
dull objects radiate heat persevere in sustainable
community. carrying out or construction
better than white, shiny
objects go into an item site,
construction
materials,
9.4.3 Conceptualise and design innovation,
using the heat etcetera.
concept in daily life. Design a
‘Green Home’
which uses
minimum
energy to keep
. the house cool
or vice-versa.
A pupil is able
todesign or
make
innovation in
the local or
global context.

Learning Area : 10. Sound and wave

i-THINK / HOTS / SCIENTIFIC

CONTENT
LEARNING STANDARD PERFORMANCE LEVEL MODUL HEBAT ATTITUDE AND NOTE (S)
WEEK STANDARD
SAINS NOBLE VALUES

32 10.1 A student is able to: PL1:Recall the knowledge and science i-THINK :  Cherish the 9/9
skills on sound wave  Circle map blessings of the
10/9 – Characteristics of 10.1.1 Communicate about  Flow map Lord
13/9 sound waves the basic  Inquiry

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 SMK SULTAN ABU BAKAR, KUANTAN
10.2 characteristics of PL2:Understand and explain sound HOTS: CUTI
sound waves. wave  Analysing KEPUTERAAN
Loudness and AGONG
pitch of sound HEBAT Science
10.2.1 Explain frequency Module 28 (Sound)
and its unit, and
amplitude of
vibration.

10.2.2 Relate frequency to

pitch.
33 10.2 A student is able to: PL4:Analyse knowledge on sound wave i-THINK :  Cherish the 16/9
in context of problem solving on events  Circle map blessings of the
17/9 – Loudness and 10.2.3Relate amplitude to or natural phenomena.  Flow map Lord CUTI HARI
20/9 pitch of sound loudness.  Inquiry MALAYSIA
HOTS:
10.2.4 Explain with  Analysing
examples loudness
and pitch using
musical instruments
34 10.3 10.3.1 Explain with example PL3:Apply knowledge on sound wave i-THINK :  Cherish the
phenomena related to and able to carry out simple tasks.  Circle map blessings of the
23/9 – Phenomena and reflection of sound  Flow map Lord
27/9 applications of waves such as echo PL4:Analyse knowledge on sound wave  Inquiry
reflection of and Doppler effect in context of problem solving on events HOTS:
sound waves or natural phenomena.  Analysing
10.3.2 Explain with
example the PL5:Evaluate knowledge of sound wave
applications in context of problem solving and
of reflection of sound decision making to carry out a task.
waves.

10.3.3 Elaborate and

communicate about
limitations of
hearing for humans
and animals

10.3.4 Explain with

Examples ways to
overcome human
limitations of
hearing.

THEME 4 : EARTH AND SPACE EXPLORATION

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 SMK SULTAN ABU BAKAR, KUANTAN
Learning Area : 11 Stars and Galaxies in the Universe

i-THINK / HOTS / SCIENTIFIC

CONTENT
WEEK LEARNING STANDADRD PERFORMANCE LEVEL MODUL HEBAT ATTITUDE AND NOTE (S)
STANDARD
SAINS NOBLE VALUES

11.1 A student is able to: PL2:Understand and explain Stars and i-THINK :  Admire the PT3
35 Galaxies in the Universe  Brace map nature created BERTULIS
galaxies in the 11.1.1 Communicate about by God
30/9 – universe the characteristics of PL6:Design a task using knowledge and HOTS:
4/10 objects in space. science skills on Stars and Galaxies in  Investigating
the Universe in a creative and innovative
11.1.2 Compare and contrast way in the context of problem solving
the characteristics of and decision making or carry out a task
stars (including the in a new situation with regards to the
Sun) and relate them to social values/economy/culture of the
the observation of stars community.
on the Earth.

Learning Area : 12. Solar System

i-THINK / HOTS / SCIENTIFIC

CONTENT
WEEK LEARNING STANDADRD PERFORMANCE LEVEL MODUL HEBAT ATTITUDE AND NOTE (S)
STANDARD
SAINS NOBLE VALUES

36 12.1 A student is able to:
7/10 – Solar System 12.1.1 Compare distances
11/10 between the Sun and
the planets in the Solar
System using
astronomical units
(a.u.) and light years.
12.1.2 Construct a table to
compare and contrast
the planets in the Solar
System with the Earth
PL1:Recall the knowledge and science i-THINK :  Admire the
skills on Solar System  Double bubble nature created
map by God
PL3:Apply knowledge on Solar System
and able to carry out simple tasks. HOTS:
 Contrasting
PL4:Analyse knowledge on Solar  Constructing
System in context of problem solving on
events or natural phenomena. HEBAT Sains Modul
17 (Solar System).
PL6:Design a task using knowledge and
science skills on solar system in a
creative and innovative way in the

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 SMK SULTAN ABU BAKAR, KUANTAN
35 12.1.3 Explore the possible context of problem solving and decision i-THINK :  Admire the
24-29/9 relationship based on making or carry out a task in a new  Double bubble nature created
the planets’ situation with regards to the social map by God
characteristics and values/economy/culture of the  Circle map
explain the relationship community.
including anomalies HOTS:
that may arise.  Evaluating
 Identifying
12.1.4 Reason and make
analogies in
hypothetical situations
related to the Solar
System.

12.1.5 Justify the Earth as the

most ideal planet for
life based on data
collected

Learning Area : 13. Meteoroid, Asteroid, Comet

i-THINK / HOTS / SCIENTIFIC

CONTENT
WEEK LEARNING STANDADRD PERFORMANCE LEVEL MODUL HEBAT ATTITUDE AND NOTE (S)
STANDARD
SAINS NOBLE VALUES

36 13.1 A student is able to: PL1:Recall the knowledge and science i-THINK :  Appreciate PT3
30/9-4/10 skills on Meteoroid, Asteroid, Comet  Tree map The Universe BERTULIS
Other objects in 13.1.1 Communicate on other
the Solar System: objects in the solar PL2:Understand and explain HOTS:
system, such as Meteoroid, Asteroid, Comet  Creating
Meteoroids, meteoroids, asteroids
Asteroids and and comets PL4:Analyse knowledge on Meteoroid,
Comets Asteroid, Comet in context of problem
13.1.2 Discuss the movements solving on events or natural phenomena.
of meteoroids, asteroids
and comets and their PL5:Evaluate knowledge of Meteoroid,
effects on the Earth Asteroid, Comet in context of problem
based on data solving and decision making to carry out
a task.
13.1.3 Generate ideas on how
to reduce or prevent
the possibility of
asteroids colliding
with the Earth.
FINAL EXAM (30/10 – 8/11)

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 SMK SULTAN ABU BAKAR, KUANTAN
MINGGU 41 DAN 42: PBD SCORING FORM 2
23/11-31/12/19 (END YEAR HOLIDAY)

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