SCHEME OF WORK AND SUGGESTED ACTIVITIES

SCIENCE FORM 2

CHAPTER 1: Biodiversity [Textbook: PP. 2 – 17] Week:

CONTENT STANDARD, LEARNING STANDARD AND PERFORMANCE CURRICULUM
PL
SUGGESTIONS FOR ACTIVITIES STANDARD FEATURES
PRAKTIS DSKP (PP. 1 – 3) Recall the knowledge Teaching Aids
1.1 Diversity of Organism and science skills on - Textbook
1
1.1.1 Elaborate and communicate about biodiversity biodiversity
Elements
Suggestions for Activities (P. 1) Understand and explain Across the
2
1. Teacher uses this worksheet as a PBD material. biodiversity. Curriculum
2. Teacher tells students that Malaysia is one of Apply knowledge on (EMK)
the 12 megabiodiversity in the world. Therefore, biodiversity and able to -Environmental
3
biodiversity in Malaysia needs to be preserved carry out simple tasks. sustainability
and conserved. The country of megabiodiversity awareness
refers to the country with most endemic species. Analyse knowledge on - Science and
3. Teacher carries out brainstorming activities on biodiversity in context technology
human activities that disrupt the balance of of problem solving on
biodiversity and endemic species in Malaysia. 4 Moral Value
events or natural
4. The teacher states that the Wildlife Protection phenomena. - Virtuous
Act 1972 prohibits the killing or traffi cking of - Responsible
endemic species and wildlife sanctuaries are Evaluate knowledge on - Curiosity
the place for natural protection of living things. biodiversity in context of - Honest
problem solving and
1.1.2 Justify the needs to manage biodiversity 5 HOTS
decision making to carry
effectively. out a task. - Analysing

Suggestions for Activities (P. 2) i-Think

1. Teacher uses this worksheet as a PBD material. - Tree map
2. Teacher carries out 21st Century Learning, which
is Simultaneous Round Table activity about the 21st Century
human activities that disturbs biodiversity and Learning
the methods of preservation and conservation - Brainstorming
of biodiversity. activity
(a) In groups, the teacher asks students to Design a task using - Simultaneous
write about human activities that disrupt knowledge and science activity
the balance of biodiversity and the skills on biodiversity in a Round Table
methods of preservation and conservation creative and innovative activity
of biodiversity in their papers respectively. way in the context of - Rally Robin
(b) Then, the teacher asks the students to problem solving and activity
distribute their notes in clockwise direction 6 decision making or carry
to allow other team members to check or out a task in a new
correct their answers. situation with regards to
the social
1.2 Classification of Organisms values/economy/culture
1.2.1 Differentiate organisms using a dichotomous of the community.
key based on common characteristics.
1.2.2 Characterise the major taxonomy group.

Suggestions for Activities (P. 3)

1. Teacher uses this worksheet as a PBD material.
2. Teacher carries out 21st Century Learning
activity, which is Rally Robin activity about
the examples of monocotyledonous and

1
 dicotyledonous plants.
(a) The teacher asks the students to find a
partner.
(b) The teacher asks the students in pairs to
take turn to give verbal response.
(c) The teacher asks their respective partner to
correct the wrong answer.

 PRAKTIS PT3 (PP. 4 – 6)

CHAPTER 2: Ecosystem [Textbook: PP. 20 – 42] Week:

CONTENT STANDARD, LEARNING STANDARD AND PERFORMANCE CURRICULUM
PL
SUGGESTIONS FOR ACTIVITIES STANDARD FEATURES
PRAKTIS DSKP (PP. 7 – 12) Recall the knowledge Teaching Aids
2.1 Energy flow in ecosystem and science skills on - Textbook
1
2.1.1 Explain with examples of producer, consumer ecosystem. - Question card
and decomposer. - Photograph
Understand and - HEBAT Science
Suggestions for Activities (P. 7) 2 explain ecosystem. Module 1
1. Teacher uses this worksheet as a PBD material. - Mahjong paper
2. Teacher carries out 21st Century Learning Apply knowledge on
activity, which is Fan-n-Pick activity. ecosystem and able
(a) The teacher divides the students into 3 to carry out simple
groups of four. tasks. Elements Across
(b) The teacher prepares the question cards. the Curriculum
1. What is the defi nition of producers Analyse knowledge (EMK)
and example of producer? on ecosystem in - Environmental
2. What is the definition of consumers context of problem sustainability
and example of consumers? 4 awareness
solving on events or
3. What is the defi nition of decomposers natural phenomena. - Science and
and example of decomposers? technology
(c) Each member within the group plays a role. Evaluate knowledge
(d) Each role will be played in turns. of ecosystem in
Student 1: Organize the cards like a fan. context of problem
Student 2: Select a card and read the question. 5 solving and decision Moral Value
Student 3: Answer the question. making to carry out - Confidence
Student 4: Respond and praise the answer a task. - Cooperative
given by Student 3. - Virtuous
Design a task using - Thankful
2.1.2 Interpret food chain and food web. knowledge and
science skills
Suggestions for Activities (P. 8) on ecosystem in a
1. Teacher uses this worksheet as a PBD material. creative and HOTS
2. Teacher carries out 21st Century Learning innovative way - Applying
activity, which is Gallery Walk activity. in the context of - Analysing
(a) The teacher divides the students into four 6 problem solving and - Evaluating
groups. decision making or
(b) The teacher asks the students to discuss carry out a task in a
in groups of three to list the animals and new situation with
plants that may be present in an oil palm regards to the social
plantation. values/economy/
culture of the
community.

2
 (c) Then, the teacher asks the student to state 21st Century
how the organism gets its food. Learning
(d) The result of the discussion is written on a - Fan-n – Pick
mahjong paper and is posted on the wall activity
for other groups to see. - Gallery Walk
(e) Next, each group is requested to paste their activity
report on the wall for other groups to see. - Rally Robin
(f) Students from other groups will comment activity
about the reports from other groups on a - Same-different
sticky note and paste the comments on the activity
report. - Role Play activity

2.2 Nutrient cycle in the ecosystem

2.2.1 Elaborate and communicate about the role of
living things in the oxygen and carbon cycles
in the ecosystem.

Suggestions for Activities (P. 9)

1. Teacher uses this worksheet as a PBD material.
2. Teacher carries out brainstorming activity
among the student about human activities that
disrupt the nutrient cycles and steps to solve
the problem of disturbance to the nutrients
cycle.
3. Teacher carries out 21st Century Learning
activity, which is Rally Robin activity.
(a) The teacher displays a photo of animals
and gives the following questions.
(i) What is the gas inhaled and exhaled
by animals?
(ii) How is the gas produced?
(iii) What happens to the gas?
(b) The teachers asks the students to discuss
the questions in pairs. Then, ask for ideas
from different partners in turns.

2.2.2 Justify the role of organisms in the water

cycle of an ecosystem.

Suggestions for Activities (P. 10)

1. Teacher uses this worksheet as a PBD material.
2. Teacher carries out 21st Century Learning
activity, which is Gallery Walk activity.
(a) The teacher divides the students into four
groups.
(b) The teachers asks each group to discuss
the role of animals and plants in the water
cycle.
(c) The teacher asks each group to write a
report based on the discussion by using the
mahjong paper.
(d) The teacher requests each group to paste
their report on the wall for other groups to
see.
(e) The teacher asks students from other
groups to comment by writing them on a
sticky note and paste the comments on the

3
 reports.

2.2.3 Solve problems when there are interferences to

the cycles caused by human activities.

2.3 Interdependence and interaction among

organisms and, between organisms and the
environment.
2.3.1 Explain with examples the interdependence
among living things and the environment to
maintain a balanced ecosystem.
2.3.2 Justify the importance of adaptations of
living things to the environment.
2.3.3 Communicate examples of interactions
between organisms and apply these
interactions in daily life.

Suggestions for Activities (P. 11)

1. Teacher uses this worksheet as a PBD material.
2. Teacher carries out 21st Century Learning
activity, which is Same-different activities.
(a) The teacher asks the students to carry out
this activity in pairs.
(b) Each student in the group should fi nd the
difference between:
(i) mutualism and commensalism
(ii) mutualism and parasitism
(iii) commensalism and parasitism
(c) Then, they compare the answer.
(d) Finally, change the pair in the group.

2.3.4 Separate the factors that affect the size of

population in an ecosystem.

2.4 The role of human in maintaining a balanced

nature
2.4.1 Justify and communicate that man needs a
stable and productive ecosystem to sustain
life.

Suggestions for Activities (P. 12)

1. Teacher uses this worksheet as a PBD material.
2. Teacher carries out 21st Century Learning
activity, which is Role Play activity by referring
to the information on page 12 of this book.

 PRAKTIS PT3 (PP. 13 – 15)

 Fokus KBAT (P. 16)
 Aktiviti PAK-21 (P. 12)

4
CHAPTER 3: Nutrition [Textbook: PP. 44 – 71] Week:
CONTENT STANDARD, LEARNING STANDARD CURRICULUM
PL PERFORMANCE STANDARD
AND SUGGESTIONS FOR ACTIVITIES FEATURES
PRAKTIS DSKP (PP. 17 – 20) Recall the knowledge and Teaching Aids
3.1 Classes of food 1 science skills on nutrition. - Textbook
3.1.1 Elaborate and communicate about
classes of food. Understand and explain Elements Across
2 nutrition. the Curriculum
Suggestions for Activities (P. 17) (EMK)
1. Teacher uses this worksheet as a PBD Apply knowledge on nutrition - Science and
material. and able to carry out simple Technology
3
2. Teacher carries out 21st Century Learning tasks.
activity, which is Fan-N-Pick activity. Moral Value
(a) The teacher asks the students to do the Analyse knowledge on - Thankful
activity in groups. Each group consists of nutrition in context of problem - Cooperative
four pupils. 4 solving on events or natural
(b) Each member has a role as follows: phenomena. HOTS
Student 1: Arrange the cards (written - Analysing
with the functions of each class of food) Evaluate knowledge of - Evaluating
like a fan. nutrition in context of problem
Student 2: Pick a card and read what is 5 solving and decision making to 21st Century
written on it. carry out a task. Learning
Student 3: Answer the question by - Fan-n-Pick
stating the class of food verbally. activity
Student 4: Respond and compliment - Think-Pair-Share
the answer given by Student 3. activity
(c) The teacher asks the students to take - Three Stray One
turn to play each roles. Stay activity

3.1.2 Test the presence of starch, glucose,

protein and fats in food.

3.2 Importance of a balanced diet

3.2.1 Elaborate and communicate about a
balanced diet.
3.2.2 Estimate calories of food intake in a
meal and plan a balanced diet.
Suggestions for Activities (P. 18)
1. Teacher uses this worksheet as a PBD
material.
2. Teacher carries out 21st Century Learning
activity, which is Think-Pair-Share activity.
(a) The teacher asks the students to think of
the questions given to each person in
the allocated time.
(b) Then, the teacher asks the student to
discuss with their partner.
(c) The teacher asks the students to share
their discussions with the class.
Design a task using knowledge
and science skills
on nutrition in a creative and
innovative way in
the context of problem solving
6
and decision making or carry
out a task in a new situation
with regards to the social
values/economy/
culture of the community.

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.

5
Suggestions for Activities (P. 19)
After the research has completed, the teacher
performs 21st century activity which is the
Three Stray One Stay activity as a group
presentation.
(a) The teacher asks the student to show their
work on their station (table).
(b) The teacher asks one of the group
members to stay on the station to give
explanations while other members move to
other stations to see others’ work and ask
questions.

3.3 Human’s digestive system

3.3.1 Elaborate and communicate about
digestion.

Suggestions for Activities (P. 20)

Teacher tells the students that the process of
digestion transforms complex molecules (the
food eaten) into simpler molecules so that they
can be absorbed into the blood circulatory
system. Digestive system includes all organs
that help in digestion such as mouth, stomach
and intestines.

3.4 Process of absorption and transportation

of digested food and defecation
3.4.1 Conduct an experiment to explain the
absorption of the end products of
digestion.
3.4.2 Relate the function of digestive system,
blood circulatory system and respiratory
system.
3.4.3 Elaborate and communicate about
defecation.

 PRAKTIS PT3 (PP. 21 – 23)

 Fokus KBAT (P. 24)
 AKTIVITI PAK-21 (P. 19)
 AKTIVITI WAJIB 1 (PP. 101 – 102)
 EKSPERIMEN WAJIB 2 (PP. 103 – 104)

CHAPTER 4: Human Health [Textbook: PP. 74 – 90] Week:

CONTENT STANDARD, LEARNING STANDARD CURRICULUM
PL PERFORMANCE STANDARD
AND SUGGESTIONS FOR ACTIVITIES FEATURES
PRAKTIS DSKP (PP. 25 – 26) Recall the knowledge and Teaching Aids
4.1 Infectious and non-infectious diseases 1 science skills on human health. - Textbook
4.1.1 Differentiate and communicate about
infectious and non-infectious diseases. Understand and explain Elements Across
4.1.2 Explain how infectious diseases are human health. the Curriculum
spread. 2 (EMK)
- Science and
Technology

6
Suggestions for Activities (P. 25) Apply knowledge on human
1. Teacher uses this worksheet as a PBD health and able to carry out Moral Value
3
material. simple tasks. - Thankful
2. Teacher carries out 21st Century Learning - Cooperative
activity, which is i-Think map activity. Analyse knowledge on human
(a) The teacher asks the students to discuss health in context of problem HOTS
with their partner. 4 solving on events or natural - Analysing
(b) Students are asked to classify diseases phenomena. - Evaluating
based on their ways of spreading in the
form of tree map. Evaluate knowledge of human
(c) The teacher asks the students to share health in context of problem i-Think Map
their discussions with the class. 5 solving and decision making to - Tree map
carry out a task.
4.1.3 Separate the cause and spread of
infectious diseases. 21st Century
4.1.4 Generate ideas on the mechanism to Learning
prevent the spread of infectious - i-Think map
diseases. activity
- Role Play activity
4.2 Body defence system
4.2.1 Elaborate and communicate about the
function of body defence system.
4.2.2 Define antigens, antibodies and
immunity.

Suggestions for Activities (P. 26)

1. Teacher uses this worksheet as a PBD
material.
2. Teacher carries out 21st Century Learning
Design a task using knowledge
activity, which is the Role Play activity.
and science skills on human
(a) The teacher asks the student to carry
health in a creative and
out the activity in groups of 6 to 8
innovative way in the context
students.
of problem solving and
(b) The teacher asks the students to play a 6
decision making or carry out a
role or a character such as pathogen,
task in a new situation with
skin, white blood cell, antibody and
regards to the social
others.
values/economy/culture of the
(c) The teacher asks the students to
community.
prepare in the allocated time.
(d) The teacher asks the students to
perform the role play.

4.2.3 Justify the importance of immunisation.

4.2.4 Differentiate passive 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.

 PRAKTIS PT3 (PP. 27 – 29)

 FOKUS KBAT (P. 30)

7
CHAPTER 5: Water and Solution [Textbook: PP. 94 – 121] Week:
CONTENT STANDARD, LEARNING STANDARD CURRICULUM
PL PERFORMANCE STANDARD
AND SUGGESTIONS FOR ACTIVITIES FEATURES
PRAKTIS DSKP (PP. 31 – 37) Recall the knowledge and Teaching Aids
5.1 Physical characteristics of water science skills on water and - Textbook
1
5.1.1 Elaborate and communicate about water. solution.
5.1.2 Carry out experiments and communicate
about the water evaporation process in Understand and explain
daily life. 2 water and solution. Elements Across
the Curriculum
Suggestions for Activities (P. 31) Apply knowledge on water (EMK)
1. Teacher uses this worksheet as a PBD and solution and able to - Science and
3
material. carry out simple tasks. technology
2. Teacher carries out 21st Century Learning
activity, which is the Showdown activity. Analyse knowledge on water
(a) The teacher asks the students to carry out and solution in context of
this activity in groups of 4 students. 4 problem solving on events Moral Value
(b) The teacher asks the students to write or natural phenomena. - Cooperative
an answer to the question given in the - Honest
allocated time. Evaluate knowledge of - Systematic
(c) The teacher asks the students to show water and solution in - Responsible
their answer simultaneously. context of problem solving
(d) The teacher asks each member of the 5
and decision making
groups to correct or improvise the answer to carry out a task.
given by their friends. HOTS
- Evaluating
Suggestions for Activities (P. 32) - Creating
1. Teacher asks the students to carry out the
scientific investigation in groups.
2. Students are required to present the
observation and analysis as well as the 21st Century
conclusion for the investigation. Learning
- Showdown
5.2 Solution and rate of solubility activity
5.2.1 Explain with example the meaning of - Experiment
solution and solubility. Design a task using - Brainstorming
knowledge and science skills activity
Suggestions for Activities (P. 35) on water and solution in a
1. Teacher asks the students to carry out the creative and innovative
scientific investigation in groups. way in the context of
2. Students are required to present the 6 problem solving and
observation and analysis as well as the decision making or carry out
conclusion for the investigation. a task in a new situation
with regards to the social
5.2.2 Carry out experiment to determine the values/economy/culture of
factors affecting the rate of solubility. the community.

Suggestions for Activities (P. 36)

1. Teacher asks the students to carry out the
scientific investigation in groups.
2. Students are required to present the
observation and analysis as well as the
conclusion for the investigation.

8
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 Water purification and water supply

5.3.1 Demonstrate the water purification
method.
5.3.2 Solve problems in getting water supply for
daily life usage.
5.3.3 Build a model and communicate about
water supply system.
5.3.4 Justify water sustainability as a key to
healthy living.

Suggestions for Activities (P. 37)

Teacher carries out 21st Century Learning
activity, which is the Brainstorming activity.
(a) The teacher asks the students to carry out
this activity in groups of four.
(b) The teacher asks the students to discuss in
groups to generate ideas relating to the
question given.
(c) The teacher asks the students to present their
work.

 PRAKTIS PT3 (PP. 38 – 40)

 FOKUS KBAT (PP. 41 – 42)
 EKSPERIMEN WAJIB 3 (PP. 105 – 108)
 EKSPERIMEN WAJIB 4 (PP. 109 – 110)

CHAPTER 6: Acids and Alkalis [Textbook: PP. 124 – 137] Week:

CONTENT STANDARD, LEARNING STANDARD CURRICULUM
PL PERFORMANCE STANDARD
AND SUGGESTIONS FOR ACTIVITIES FEATURES
PRAKTIS DSKP (PP. 43 – 46) Recall the knowledge and Teaching Aids
6.1 Properties of acid and alkali science skills on acid and - Textbook
1
6.1.1 Defining operationally acid and alkali. alkali.

Suggestions for Activities (P. 43) Understand and explain acid

1. Teacher uses this worksheet as a PBD 2 and alkali.
material. Elements Across
2. Teacher carries out 21st Century Learning Apply knowledge on acid the Curriculum
activity which is Rocket Writing activity. and alkali and able to (EMK)
3
(a) The teacher asks the students to perform carry out simple tasks. - Science and
activity in pairs. technology
(b) The teacher asks the student to write what Analyse knowledge on acid
they know about the properties of acids and alkali in context of
and alkali and example within 5 minutes. problem solving on events or
(c) The teacher asks the student to show their 4
natural phenomena.
work on the notice board and ask another Moral Value
student to comment on the work of their - Diligent

9
friends after PdPc. Evaluate knowledge of acid
and alkali in context of HOTS
6.1.2 Explain with examples of acidic and 5 problem solving and decision - Evaluating
alkaline subtances. making to carry out a task.

Suggestions for Activities (P. 44)

The teacher asks the students to conduct a
scientific investigation in groups. Students are
asked to present the observation and make a 21st Century
conclusions from this investigation. Learning
- Rocket Writing
6.1.3 Demonstrate the technique to determine activity
the strength of acid and alkali based on pH Design a task using - Experiment
value. knowledge and science skills
on acid and alkali in a
Suggestions for Activities (P. 45) creative and innovative way
The teacher asks the students to conduct a in the context of problem
6
scientific investigation in groups. Students are solving and decision making
asked to present the observation and analysis or carry out a task in a new
and make a conclusions of this investigation. situation with regards to the
social values/economy/
6.1.4 Identify the uses of acid and alkali in daily culture of the community.
life.

6.2 Neutralisation
6.2.1 Explain the neutralization reaction.
6.2.2 Explain with examples the use of
neutralisation reaction in daily life.

 PRAKTIS PT3 (PP. 58 – 61)

CHAPTER 7: Electricity and Magnetism [Textbook: PP. 140 – 164] Week:

CONTENT STANDARD, LEARNING STANDARD CURRICULUM
PL PERFORMANCE STANDARD
AND SUGGESTIONS FOR ACTIVITIES FEATURES
PRAKTIS DSKP (PP. 51 – 54) Recall the knowledge and Teaching Aids
7.1 Electricity science skills on electricity - Textbook
1
7.1.1 Describe and communicate about energy. and magnetism. - HEBAT Science
Module 4, 5
Suggestions for Activities (P. 51) Understand and explain
1. Teacher uses this worksheet as a PBD 2 electricity and magnetism.
material.
2. Teacher carries out 21st Century Learning Apply knowledge on
activity, which is Rally Robin activity about the electricity and magnetism Elements Across
form of energy produces for certain 3 and able to carry out simple the Curriculum
situations. tasks. (EMK)
(a) The teacher asks the students to form - Science and
groups of two. technology
(b) The teacher asks the students in pairs to Analyse knowledge on
respond verbally in turns. electricity and magnetism in
(c) The teacher asks the other partner to 4 context of problem solving
correct the wrong answer. on events or natural Moral Value
phenomena. - Cooperative

10
7.1.2 Explain and communicate about the Evaluate knowledge of
existence of electrostatic charges. electricity and
magnetism in context of
Suggestions for Activities (P. 52) 5 problem solving and HOTS
The teacher asks the students to conduct a decision making to carry out - Evaluating
scientific investigation in groups. Students are a task. - Creating
asked to present the observation and make a - Applying
conclusions from this investigation. - Analysing

7.1.3 Explain with examples on electrostatic in

daily life.
7.1.4 Draw a conclusion that the flow of charges 21st Century
produce electric current. Learning (PAK-21)
- Rally Robin
Suggestions for Activities (P. 53) activity
Teacher carries out 21st Century Learning - Experiment
activity, which is Goldfish Bowl activity for - Goldfish Bowl
question 4. activity
(a) The teacher asks the students to carry out - Think-Pair-Share
the activity in groups. Each group consists of activity
4 or 5 students.
(b) The teacher asks each group to make a
reading and group study within a given
period of time.
(c) The teacher requests a group to stand at the
center of the class as the expert and
demonstrate the simulation of lightning
Design a task using
events.
knowledge and science skills
(d) The teacher asks the expert to answer all the
on electricity and magnetism
questions address by another student.
in a creative and
innovative way in the
7.1.5 Characterise current, voltage and
6 context of problem solving
resistance and their units.
and decision making or
7.1.6 Draw a conclusion on the relationship
carry out a task in a new
between current, voltage and resistance.
situation with regards to the
social values/economy/
7.2 The flow of electric current in series circuit
culture of the community.
and parallel circuit
7.2.1 Elaborate and communicate about the
flow of electric current in series circuit and
parallel circuit.

7.3 Magnetism
7.3.1 Draw a conclusion about the
characteristics of a magnet.
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.

Suggestions for Activities (P. 54)

1. Teacher uses this worksheet as a PBD
material.
2. Teacher carries out 21st Century Learning
activity, which is Think-Pair-Share activity for
question 6.

11
 (a) The teacher asks the students to think
about the questions that are given
individually in the allocated time.
(b) Then, the teacher asks the students to
discuss in pairs.
(c) The teacher asks each partner to share the
results of the discussion to the whole
class.

 PRAKTIS PT3 (PP. 55 – 57)

 FOKUS KBAT (P. 58)
 AKTIVITI PAK-21 (P. 53)
 AKTIVITI WAJIB 5 (PP. 111 – 112)
 EKSPERIMEN WAJIB 6 (PP. 113 – 114)

CHAPTER 8: Force and Motion [Textbook: PP. 166 – 201] Week:

CONTENT STANDARD, LEARNING STANDARD CURRICULUM
PL PERFORMANCE STANDARD
AND SUGGESTIONS FOR ACTIVITIES FEATURES
PRAKTIS DSKP (PP. 59 – 61) Recall the knowledge and Teaching Aids
8.1 Force science skills on force and - Textbook
1
8.1.1 Elaborate and communicate about force. motion. - HEBAT
8.1.2 Explain that force has magnitude, direction Science Module
and point of aplication. Understand and explain 12
8.1.3 Measure force in S.I. unit. 2 force and motion. - Photographs
- Photograph cards
Suggestions for Activities (P. 59) Apply knowledge on force
1. Teacher uses this worksheet as a PBD and motion and able to carry
3
material. out simple tasks.
2. Teacher carries out 21st Century Learning Elements Across
activity, which is Showdown activity about the Analyse knowledge on force the Curriculum
types of force involved in a different situation. and motion in context of (EMK)
(a) The teacher asks the students to carry out 4 problem solving on events - Science and
the activity in groups. Each group consists or natural phenomena. Technology
of four students.
(b) The teacher asks each member of the Evaluate knowledge of force
group to write an answer to the picture and motion in context of
shown within the allocated time. problem solving and Moral Value
(c) The teacher asks all students to show their 5 - Cooperative
decision making to
answer simultaneously. carry out a task.
(d) The teacher asks each member to correct
and improve their friend’s answer.
Design a task using HOTS
8.1.4 Explain with examples that every action knowledge and science skills - Applying
force has an equal (same magnitude) on force and motion in a - Analysing
reaction force but in the opposite creative and innovative - Evaluating
direction. way in the context of
problem solving and
6
8.2 Effects of force decision making or carry out
8.2.1 Elaborate and communicate about the a task in a new situation
effects of force. with regards to the social
8.2.2 Explain and communicate the relationship values/economy/culture of
between the differences in densities and the community.
the effects of buoyancy in daily life.

12
 21st Century
Suggestions for Activities (P. 60) Learning
1. Teacher uses this worksheet as a PBD - Showdown
material. activity
2. Teacher carries out 21st Century Learning - Round Table
activity, which is Round Table activity. activity
(a) The teacher asks the students to form a - Table Talker
group of four. activity
(b) The teacher gives a piece of paper to each
group and asks each member of the group
to think and discuss the questions given in
the allocated time.
(c) The teacher asks each member of the
group to take turn to respond by writing
on the given paper.
(d) The teacher asks other member of the
group to correct the wrong answer.

8.2.3 Classify and solve problems on levers

based on the position of fulcrum, load and
effort.

Suggestions for Activities (M.S. 61)

1. Teacher uses this worksheet as a PBD
material.
2. Teacher carries out 21st Century Learning
activity, which is Table Talker activity about
class of lever.
(a) The teacher asks the students to form a
group of four.
(b) The teacher places printed cards with
some examples of levers on the table.
(c) The teacher asks each group member to
take a card, think and discuss together to
identify the lever of class involved.

8.2.4 Explain and communicate about the

moment of force.
8.2.5 Carry out an experiment and communicate
about pressure and its application in daily
life.
8.2.6 Elaborate and communicate about gas
pressure based on the kinetic theory of
gas.
8.2.7 Explain and communicate about the
existance of atmospheric pressure and the
effects of altitude on the magnitude of
pressure.
8.2.8 Explain the effects of depth on liquid
pressure.

 PRAKTIS PT3 (PP. 62 – 65)

 Fokus KBAT (P. 66)
 EKSPERIMEN WAJIB 7 (PP. 115 – 116)

13
CHAPTER 9: Heat [Textbook: PP. 204 – 220] Week:
CONTENT STANDARD, LEARNING STANDARD CURRICULUM
PL PERFORMANCE STANDARD
AND SUGGESTIONS FOR ACTIVITIES FEATURES
PRAKTIS DSKP (PP. 67 – 70) Recall the knowledge and Teaching Aids
9.1 Relationship between Temperature and 1 science skills on heat. - Textbook
Heat - HEBAT Science
9.1.1 Make a comparison between heat and Understand and explain heat. Module 7
2
temperature.
Apply knowledge on heat and
9.2 Heat flow and thermal equilibrium 3 able to carry out simple tasks.
9.2.1 Explain how heat flows from a hot Elements Across
region to a cold region. Analyse knowledge on heat in the Curriculum
context of problem solving on (EMK)
Suggestions for Activities (P. 67) 4 - Science and
events or natural phenomena.
1. Teacher uses this worksheet as a PBD technology
material. Evaluate knowledge of heat in - Environmental
2. Teacher carries out 21st Century Learning context of problem solving and education
activity, which is Fan-n-Pick activity on how 5 decision making to carry out a
the heat fl ows. task.
(a) The teachers asks the students to
conduct group activities. Each group
consists of four students. Moral Value
(b) Each member has the following roles: - Cooperative
Student 1: Arrange the card (written on - Responsible
it a question) like a fan.
Student 2: Select a card and read the
question.
Student 3: Answer the questions HOTS
verbally - Applying
Student 4: Respond and praise the - Analysing
answers given by Student 3. - Evaluating
(c) The teacher asks the students to play the
role in turns.
Design a task using knowledge
9.2.2 Explain and communicate about heat and science skills on heat in a
flow in natural phenomena. creative and innovative way in
the context of problem solving
Suggestions for Activities (P. 68) 6 and decision making or carry
The teacher tells the students that the skills of out a task in a new situation 21st Century
the scientific process are important in the with regards to the social Learning
examination. The teacher reminds the values/economy/culture - Fan-n-Pick
students of the science process skills learned of the community. activity
in Form 1 such as building hypothesis, - Rotating Stations
identifying variables, recording observations, activity
stating the inferences and so on. - Gallery Walk
activity
9.2.3 Communicate about heat conductors
and heat insulators and their uses in
daily life.

9.3 Principle of expansion and

contraction of matter
9.3.1 Explain how heat can cause the
expansion and contraction in solid,
liquid and gas..

14
Suggestions for Activities (P. 69)
1. Teacher uses this worksheet as a PBD
material.
2. Teacher carries out 21st Century Learning
activity, which is Rotating Stations activity.
Rotating Stations about expansion and
contraction of matter.
(a) The teacher divides the class into three
stations. Every station runs activities to
study:
Station 1: Expansion of solid
Station 2: Expansion of fluid
Station 3: Expansion of gas
(b) After the activity, the teacher asks the
students to answer the questions in
each station. Students are given 10 to 15
minutes to complete the assignment in
each station.
(c) When the teacher gives a cue, students
in the group will walk to the next
station until all groups have go through
all the stations. Each group is given a
different coloured pen to record the
answer.

9.3.2 Communicate about the various uses of

expansion and contraction of matter in
daily life.

9.4 Relationship between the types of

surfaces of objects, and heat absorption
and emission.
9.4.1 Demonstrate how dark, dull objects
absorb heat better than white, shiny
objects.
9.4.2 Demonstrate how dark, dull objects
radiate heat better than white, shiny
objects.
9.4.3 Conceptualise and design using the heat
concept in daily life.

Suggestions for Activities (P. 70)

1. Teacher uses this worksheet as a PBD
material.
2. Teacher carries out 21st Century Learning
activity, which is Gallery Walk activity for
question 8.
(a) The teacher asks the students to
conduct group activities.
(b) The teacher asks each group to post the
work on the wall or table for other
group to see.
(c) The teacher asks the students from
other groups to comment on another
group’s work on the sticky note and
paste it on the work.

15
 PRAKTIS PT3 (PP. 71 – 73)
 FOKUS KBAT (P. 74)
 AKTIVITI PAK-21 (P. 70)

CHAPTER 10: Sound Waves [Textbook: M.S. 222 – 235] Week:

CONTENT STANDARD, LEARNING STANDARD CURRICULUM
PL PERFORMANCE STANDARD
AND SUGGESTIONS FOR ACTIVITIES FEATURES
PRAKTIS DSKP (M.S. 75 – 76) Recall the knowledge and Teaching Aids
10.1 Characteristics of sound waves 1 science skills on sound waves. - Textbook
10.1.1 Communicate about the basic - HEBAT Science
characteristics of sound waves. Understand and explain sound Module 28
2 waves.
Suggestions for Activities (P. 75)
1. Teacher uses this worksheet as a PBD Apply knowledge on sound
material. waves and able to carry out
3
2. Teacher carries out 21st Century Learning simple tasks. Elements Across
activity, which is Rotating Stations activity. the Curriculum
(a) The teacher divides the class into three Analyse knowledge on sound (EMK)
stations. Each station carries out waves in context of problem - Science and
activities to study: 4 solving on events or natural technology
Station 1: Sound waves require a phenomena.
medium for propagation.
Station 2: Sound waves have different Evaluate knowledge of sound
speeds in different mediums. waves in context of problem
Station 3: Sound waves can be reflected 5 solving and decision making to Moral Value
or absorbed by different surfaces. carry out a task. - Cooperative
(b) After the activity, the teacher asks the - Thankful
student to answer the question at each - Diligent
station. Pupils are given 10 to 15
minutes to complete the assignments at
each station.
(c) When the teacher gives a cue, the HOTS
students in the group will proceed to - Applying
the next station until all the groups - Analysing
have go through all stations. Design a task using knowledge - Evaluating
and science skills on sound
10.2 Loudness and pitch of sound waves in a creative and
10.2.1 Explain frequency and its unit, and innovative way
amplitude of vibration. in the context of problem
6 solving and decision making or
Suggestions for Activities (P. 76) carry out a task in a new 21st Century
1. Teacher uses this worksheet as a PBD situation with regards to the Learning
material. social values/economy/culture - Rotating Stations
2. Teacher carries out 21st Century Learning of the community. activity
activity, which is Think-Pair-Share activity. - Think- Pair-Share
(a) The teacher asks the students to think activity
about the questions which is given
individually in the allocated time.
(b) Then, the teacher asks the student to
discuss in pairs.
(c) The teacher asks each partner to share

16
 the results of the discussion with the
whole class.

10.2.2 Relate frequency to pitch.

10.2.3 Relate amplitude to loudness.
10.2.4 Explain with examples loudness and
pitch using musical instruments.

10.3 Phenomena and aplications

of reflection of sound waves
10.3.1 Explain with example phenomena
related to reflection of sound waves
such as echo and Doppler effect
10.3.2 Explain with example the applications
of reflection of sound 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

 PRAKTIS PT3 (PP. 77 – 79)

 FOKUS KBAT (P. 80)

CHAPTER 11: Stars and Galaxies in the Universe [Textbook: PP. 238 – 249] Week:
CONTENT STANDARD, LEARNING STANDARD CURRICULUM
PL PERFORMANCE STANDARD
AND SUGGESTIONS FOR ACTIVITIES FEATURES
PRAKTIS DSKP (PP. 85 – 90) Recall the knowledge and Teaching Aids
11.1 Stars and galaxies in the universe science skills on stars and (BBM)
1
11.1.1 Communicate about the characteristics galaxies in the universe. - Textbook
of objects in space. - HEBAT Science
11.1.2 Compare and contrast the Understand and explain stars Module 15
characteristics of stars (including the 2 and galaxies in the universe.
Sun) and relate them to the
observation of stars on the Earth. Apply knowledge on stars and
galaxies in the universe and Elements Across
3
Suggestions for Activities (P. 81) carry out simple tasks. the Curriculum
1. Teacher uses the questions in this (EMK)
worksheet as a PBD material. Analyse knowledge on stars - Science and
2. Teacher carries out a 21st Century Learning and galaxies in the universe in technology
activity, namely Quick Quiz activity about the 4 context of problem solving on
type of galaxy. events or natural phenomena.
(a) At the end of the PdPc, the teacher asks all
students to answer the questions that are Evaluate knowledge of stars Moral Value
displayed on the screen verbally and loudly. and galaxies in the universe in - Responsible
(b) The teacher evaluates students’ context of problem solving and - Cooperative
understanding about the knowledge that 5 - Thankful
decision making to carry out a
they have learned. task. - Diligent

Design a task using knowledge

6 and science skills on stars and
galaxies in the universe in a HOTS

17
Suggestions for Activities (P. 82) creative and innovative way in - Analysing
1. Teacher uses the questions in this the context of problem solving - Evaluating
worksheet as a PBD material. and decision making or carry
2. Teacher carries out a 21st Century Learning out a task in a new situation
activity, which is Hot Seat activity. with regards to the social
(a) The teacher asks the students to conduct values/economy/culture of the 21st Century
group activities. community Learning
(b) The teacher requests each student to - Quick Quiz
make read and do a research in the activity
group in an allocated time. - Hot Seat activity
(c) The teacher asks a student to sit in a - Table Talkers
chair provided and be the expert to activity
answer all the questions asked by other
students.
 PRAKTIS PT3 (PP. 83 – 85)
 FOKUS KBAT (P. 86)
 AKTIVITI PAK-21 (P. 82)

CHAPTER 12: Solar System [Textbook: PP. 250 – 266] Week:

CONTENT STANDARD, LEARNING STANDARD CURRICULUM
PL PERFORMANCE STANDARD
AND SUGGESTIONS FOR ACTIVITIES FEATURES
PRAKTIS DSKP (PP. 87 – 88) Recall the knowledge and Teaching Aids
12.1 Solar System science skills on the solar - Textbook
1
12.1.1 Compare distances between the Sun system.
and the planets in the Solar System
using astronomical units (a.u.) and light Understand and explain the
years. 2 solar system.
Elements Across
Suggestions for Activities (P. 87) Apply knowledge on the solar the Curriculum
1. Teacher uses the questions in this sheet as a system and able to carry out (EMK)
3
PBD material. simple tasks. - Science and
2. Teacher carries out PAK-21 activities, which Technology
are Hand-Up Pair-Up and Quiz-Quiz-Trade Analyse knowledge on the
activities about the Solar System. solar system in context of
(a) The teacher asks each student to think 4 problem solving on events or
of a question about a planet and write natural phenomena.
the question on a card and the answers Moral Value
on the back of the card. Evaluate knowledge of the - Cooperative
(b) When the teacher gives a cue, the solar system in context of - Thankful
teacher asks the students to stand, raise 5 problem solving and decision - Diligent
their hand and pair with their friends. making to carry out a task.
(c) The teacher asks the student to read
the quiz question and his or her partner Design a task using knowledge
answers the question. The student and science skills on the solar HOTS
praises their partner or correct the system in a creative and - Evaluating
answer if it is wrong. innovative way in the context
(d) The teacher asks each partner to change of problem solving and
their role. 6
decision making or carry out a
(e) After they have fi nished, the teacher task in a new situation with
asks the student to form a new pair with regards to the social
other students. values/economy/culture of the
community.

18
12.1.2 Construct a table to compare and 21st Century
contrast the planets in the Solar System Learning
with the Earth. - Hand-Up Pair-Up
12.1.3 Explore the possible relationship based activity
on the planets’ characteristics and - Three Stray One
explain the relationship including Stay activity
anomalies that may arise.
12.1.4 Reason and make analogies in
hypothetical situations related to the
Solar System.

Suggestions for Activities (P. 88)

1. Teacher uses this worksheet as a PBD
material.
2. After the study is done, the teacher carries
out 21st Century Learning activity, which is
the Three Stray One Stay activity as a group
presentation.
(a) The teacher asks the students to show
their work on the table.
(b) The teacher requests one member of
the group to stay at the table to give
explanation while other members move
to see or ask question on the work from
other groups.

12.1.5 Justify the Earth as the most ideal

planet for life based on data collected.

 PRAKTIS PT3 (PP. 89 – 91)

 Fokus KBAT (P. 92)
 Aktiviti PAK-21 (PP. 88)

CHAPTER 13: Meteoroid, Asteroid, Comet [Textbook: M.S. 268 – 277] Week:
CONTENT STANDARD, LEARNING STANDARD CURRICULUM
PL PERFORMANCE STANDARD
AND SUGGESTIONS FOR ACTIVITIES FEATURES
PRAKTIS DSKP (PP. 93 – 94) Recall the knowledge and Teaching Aids
13.1 Other objects in the Solar System: science skills on meteoroid, - Textbook
1
meteoroids, asteroids and comets asteroid and comet.
13.1.1 Communicate on other objects in the
Solar System, such as meteoroids, Understand and explain
asteroids and comets. meteoroid, asteroid and
2
comet. Elements Across
Suggestions for Activities (P. 93) the Curriculum
1. Teacher uses the questions in this Apply knowledge on (EMK)
worksheet as a PBD material. meteoroid, asteroid and comet - Science and
2. Teacher carries out a 21st Century Learning 3 and able to carry out simple technology
activity, which is the Showdown activity. tasks.
(a) The teacher asks the students to
conduct activity in a group. Each group Analyse knowledge on
consists of four students. meteoroid, asteroid and comet
(b) The teacher asks each member of the 4 in context of problem solving Moral Value
group to write one answer to the given on events or natural - Cooperative
question in the allocated time. phenomena.

19
 (c) The teacher asks every student to show
their answer simultaneously.
(d) The teacher asks each member to Evaluate knowledge of
correct and improve their friend’s meteoroid, asteroid and comet 21st Century
answer. in context of problem solving Learning
5
and decision making to carry - Showdown
13.1.2 Discuss the movements of meteoroids, out a task. activity
asteroids and comets and their effects - Bord Game
on the Earth based on the data. activity

Suggestions for Activities (P. 94)

1. Teacher uses the questions in this
worksheet as a PBD material.
2. Teacher carries out a 21st Century Learning
activity, which is Board Game activity.
(a) The teacher asks the student to conduct
group activities. Each group consists of
four students.
(b) The teacher downloads the board game
guide from the following websites:
https://www.lpi.usra.edu/education/
space_days/activities/spaceRocks/
boardGame.pdf
(c) The teacher guides the students if there
is any problem.
(d) The teacher encourages the students to
play the Board Game at home with their
parents.
Design a task using knowledge
and science skills on
meteoroid, asteroid and comet
in a creative and
innovative way in the context
6 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.

13.1.3 Generate ideas on how to reduce or

prevent the possibility of asteroids
colliding with the Earth.

 PRAKTIS PT3 (PP. 95 – 97)

 Fokus KBAT (P. 98)

 PENILAIAN AKHIR TAHUN (PP. 117 – 134)

20