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YEARLY LESSON PLAN 2019

SCIENCE KSSM FORM 1


SM SAINS KUCHING

CONTENT
WEEK LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD

2-3
ORIENTATION WEEK
6/1-17/1

THEME 1: SCIENTIFIC METHODOLOGY


LEARNING AREA: 1. INTRODUCTION TO SCIENTIFIC INVESTIGATION

1
4 A student is able to:
20/1 – 1.1 Science is TP 1 : Recall the knowledge and
22/1 part of daily 1.1.1 relate daily activities to Science science skills on the definition of  Discuss daily life activities that lead to the
life. . science, science laboratory, physical definition of Science.
1.1.2 generalise the meaning of Science. quantities and units, the use of
measuring instruments, density and  Students generalise science as a discipline that
1.1.3 summarise the importance of steps in scientific investigation. involves systematic observation and experiments
science in on natural phenomena.
everyday life. TP 2 : Understand the definition of  Brainstorm ideas using concept maps such as i-
science, science laboratory, physical Think concerning:
1.1.4 describe the fields of Science. quantities and units, the use of ● the importance of science in understanding
measuring instruments, density and ourselves and
1.1.5 communicate about careers in steps in scientific investigation and the environment to admire God's creations.
Science. able to explain their understanding. ● fields of science and examples of field of science
such as
1.1.6 relate subjects to be studied with TP 3 : Apply the definition of science, zoology, astronomy, microbiology, geology,
science science laboratory, physical quantities physiology,
careers of interest. and units, the use of measuring botany,engineering, pharmacology,
instruments, density and steps in oceanography,forensics
1.1.7 describe innovation in technology. scientific investigation to accomplish etc.
simple task. ●careers in the field of science
● subjects to be learnt for a chosen career.
TP 4 : Analyse the entire scientific
investigation process conducted to  Group discussions and multimedia presentations
determine the steps that can be on examples of innovation in technology to solve
improved, on the definition of problems in daily life.
science, science laboratory, physical
CUTI PERAYAAN TAHUN BARU CINA quantities and units, the use of CUTI PERAYAAN TAHUN BARU CINA
measuring instruments, density and
steps in scientific investigation in

2
A student is able to: context of problem solving about
1.2 Your science events or natural phenomena.
laboratory 1.2.1 identify and state functions of the  Carry out activities based on the following:
apparatus. TP 5 : Evaluate the entire scientific ● apparatus commonly used in laboratories.
1.2.2 identify symbols and examples of investigation process conducted to ● symbols and examples of hazardous materials in
hazardous materias in the laboratory. determine the steps that can be the
improved, on the definition of laboratory.
1.2.3 draw and label apparatus commonly science, science laboratory, physical ● classification based on self-selected criteria and
used quantities and units, the use of then present
in the laboratory and classify based measuring instruments, density and the results in a group discussion.
on steps in scientific investigation in the
how it is used context of problem solving and
5
1.2.4 justify the regulations and safety decision making to carry out a task.  Group discussion and presentation of the
28/1
measures in the laboratory. following :
-31/1
TP 6 : Design a presentation using ● laboratory rules
multi media / visual / folio / poster / ● security measures
role play / drama; with creative and ● measures to prevent fires
innovative use of science knowledge ● action to be taken in the event of an accident in
and skills of the definition of science, the
science laboratory, physical quantities laboratory such as exposed / ingested chemicals,
and units, the use of measuring cuts and
instruments, density and steps in inhaling toxic gas.
scientific investigation in the context  Discuss and suggest the use of suitable apparatus
of problem solving and decision in carrying out an experiment, to save time and
making; with regards to the social material.
values/ economy / culture of the
community.
6 SUKAN TAHUNAN SEKOLAH SUKAN TAHUNAN SEKOLAH
3/2 – 7/2

3
7 A student is able to: TP 1 : Recall the knowledge and  Measure physical quantities of length, mass, time,
10/2- 1.3 Physical science skills on the definition of electric current and temperature.
14/2 quantities 1.3.1 identify and use the correct units for science, science laboratory, physical
and different physical quantities. quantities and units, the use of  Collect and interpret data about symbols and
their units measuring instruments, density and values of symbols for prefixes.
1.3.2 identify the symbols and values of steps in scientific investigation.
prefixes use in measurement.  Solve problems of conversion of base quantity
TP 2 : Understand the definition of units.
1.3.3 convert base quantity units for mass, science, science laboratory, physical
length and time such as grams to quantities and units, the use of  Appreciate the effort of experts in creating S.I.
kilograms, centimeters to meters, measuring instruments, density and units.
seconds to hours and vice versa. steps in scientific investigation and  Carry out a multimedia presentation to show the
able to explain their understanding. implications of using inconsistent units in daily life.
1.3.4 justify the importance of the use of
S.I. units in daily life TP 3 : Apply the definition of science,
science laboratory, physical quantities

4
7 1.4 A student is able to: and units, the use of measuring
10/2- The use of instruments, density and steps in
14/2 measuring 1.4.1 use the right measuring instrument scientific investigation to accomplish  Carry out station activities using measuring
instruments, and simple task. instruments such as rulers, measuring tapes,
accuracy, and use it in the right way, to thermometers, stopwatches, triple beam balances,
consistency, measure TP 4 : Analyse the entire scientific ammeters, voltmeters and measuring
sensitivity and accurately and consistently the investigation process conducted to cylinders.
error. quantities determine the steps that can be Emphasise the following:
of length, mass, time, temperature improved, on the definition of ● taking readings several times to get an accurate
and science, science laboratory, physical reading.
electric 1 -Recall the knowledge and quantities and units, the use of ●relate the smallest scale value on the measuring
science skills on biodiversity. measuring instruments, density and device to the accuracy of the readings
steps in scientific investigation in
context of problem solving about  Carry out activities using instruments such as a
1.4.2 use measuring instruments with events or natural phenomena. vernier calipers, micrometer screw gauges,
higher electronic balances, digital micrometer screw
accuracies and compare the TP 5 : Evaluate the entire scientific gauges, digital vernier calipers, digital
measurements in terms of accuracy, investigation process conducted to thermometer, clinical thermometer, digital
consistency and sensitivity. determine the steps that can be rangefinder.
improved, on the definition of
1.4.3 explain how to overcome systematic science, science laboratory, physical
errors and random errors. quantities and units, the use of  Carry out activities to reduce systematic error (eg:
measuring instruments, density and zero error) and random error (eg: parallax error).
1.4.4 estimate the length, area, mass or steps in scientific investigation in the  Carry out problem solving activities that involve
volume context of problem solving and the skill of making estimations and then compare
of an object before taking actual decision making to carry out a task.
with actual measurements.
measurements.
 Gather information and carry out multimedia
TP 6 : Design a presentation using
presentations on
1.4.5 explain with examples innovations of multi media / visual / folio / poster /
innovations in measuring instruments.
various types of measuring role play / drama; with creative and
instruments innovative use of science knowledge
through a multimedia presentation and skills of the definition of science,

5
1.5 Density A student is able to: science laboratory, physical quantities
and units, the use of measuring  Conduct a scientific investigation of the
1.5.1 arrange sequentially materials based instruments, density and steps in relationship between mass and density for a
on density scientific investigation in the context variety of solids which have the same volume, for
of problem solving and decision example by using density cubes.
1.5.2 predict whether the materials will making; with regards to the social
floaT and sink according to density. values/ economy / culture of the
community.  Solve problems by using formula of density.
1.5.3 define operational definition of  Carry out an activity to determine the density of
8 density. irregular solids using water displacement method.
17/2 –
21/2 1.5.4 calculate density using formula  Discuss the phenomena in everyday life that
(density = mass / volume) and water involve differences in density and presents the
displacement method. results of discussions using multimedia.
 Entrepreneurial element can be applied and
1.5.5 explain the phenomena related to practiced in this activity.
the
density difference in everyday life.

1.5.6 innovate objects, food or beverage


using the concept of density.
8 1.6 A student is able to:
17/2 – Steps in a * 5/2- 6/2 (Tuesday-Wednesday)– Chinese New
21/2 scientific 1.6.1 differentiate each science process Year
nvestigation. skills.
 Teachers are recommended to use station method
1.6.2 make a sequence on the steps of of the twelve science process skills.
carrying  Design and conduct an experiment for each group
out a scientific investigation in the to explain the steps and the scientific method,
correct namely:
order. 1. Identify a problem that could be tested by a
scientific
1.6.3 conduct a scientific investigation to investigation
solve 2. Construct hypothesis
a simple problem. 3. Outline how variable are manipulated and the
method of collecting data
# EXPERIMENT 1 : SIMPLE PENDULUM 4. Design and conduct scientific investigations
5. Present the data collected
6. Interpreting data and results with scientific
reasoning
7. Make a conclusion and present a report.
MODUL 2 : Scientific Skill

6
1.7 A student is able to:
Scientific  Discussion on the importance of:
attitudes and 1.7.1 support scientific attitudes and • scientific attitudes and values
values in values • practising scientific attitudes
carrying out practiced by scientists.
scientific
investigation 1.7.2 justify the need to practice scientific
9 attitudes and values when carrying
24/2- out an MODUL 21: Scientific Skill
28/2 investigation
.
1.7.3 practice scientific attitudes and
values
while carrying out a scientific
investigation. TOPICAL TEST 1

THEME 2: MAINTENANCE AND CONTINUITY OF LIFE


LEARNING AREA : 2. CELL AS THE BASIC UNIT OF LIFE 3. COORDINATION AND RESPONSES 4. REPRODUCTION
9 A student is able to:  Show cell division using various forms of
24/2- TP1 : Recall the knowledge and multimedia presentation (Need not introduce
28/2 2.1.1 explain that living things are made science skills on cell as the basic unit mitosis or meiosis). The formation of cancerous
up of of life / coordination / response / cells is discussed
2.1 cells that carry out life’s functions reproduction  Carry out a scientific investigation on animal cells
Cell – structure, and and plant cells using a microscope.
function and undergo cell division.  Draw and label animal cells and plant cells
organization TP2 : Understand cell as the basic unit observed under the microscope.
2.1.2 demonstrate the preparation of of life / coordination / response /  The structure of animal cells consists of the cell
slides of reproduction and able to explain their membrane, cytoplasm, nucleus and mitochondria
animal cells and plant cells using the understanding.  whereas plant cell comprise of nucleus, cell wall,
correct procedures. cell membrane, mitochondria, chloroplasts and
TP3 : Apply knowledge of cell as the vacuole.[nucleus contains chromosomes made up
2.1.3 communicate about each structures basic unit of life / coordination / of deoxyribonucleic acid (DNA) which carries
in response / reproduction to genetic information].
cells with their functions as well as
accomplish simple task.
compare and contrast animal cells MODUL 23 : Cell
with
plant cells.

7
A student is able to: TP4 : Analyse knowledge of cell as the
basic unit of life / coordination /
2.1.4 explain with examples the response / reproduction in context of  Presentation using thinking maps on the
characteristics problem solving about events or characteristic of unicellular and multicellular
of unicellular and multicellular natural phenomena. organisms
organisms
for animal cells and plant cells.  The various types of human cells - nerve
TP5 : Evaluate knowledge of cell as cells,epithelium cells, muscle cells, reproductive
2.1.5 differentiate the types and the basic unit of life / coordination / cells ,blood cells.
functions of response / reproduction in the  The various types of plant cells - cells palisade
animal cells and plant cells. context of problem solving and leaves, guard cells, epidermal cells, capillary root’s
10 decision making to carry out a task. cells.
2/3-6/3
2.1.6 conceptualise the formation of a TP6 : Design a presentation using  The systems in human includes the nervous
plant and multi media / visual / folio / poster / system,digestive system, skeletal system, excretory
an animal with reference to the role play / drama; with creative and system, respiratory system, reproductive system,
sequence lymphatic system, circulatory system, muscular
innovative use of science knowledge
of cell organization: cell tissue system,endocrine system and the integumentary
and skills of the cell as the basic unit
organ system.
of life / coordination / response /
system  organism.  Multimedia presentation to appreciate how
reproduction; in the context of organisms are formed from basic unit of cells
problem solving and decision making;
2.1.7 appreciate and be amazed by the with regards to the social values/
existence of various organisms. economy / culture of the community.

8
A student is able to:
2.2 Cell TP1 : Recall the knowledge and  The process of cellular respiration needs oxygen
respiration and science skills on cell as the basic unit and glucose to produce energy, carbon dioxide and
2.2.1 communicate about the process of
photosynthesis of life / coordination / response / water.
cellular respiration.
reproduction
 Carry out experiments to show photosynthesis
2.2.2 communicate about the process of
needs light energy, carbon dioxide, water and
photosynthesis. TP2 : Understand cell as the basic unit chlorophyll to produce glucose and oxygen.
of life / coordination / response /
2.2.3 differentiate the process of cellular reproduction and able to explain their
11
respiration and photosynthesis. understanding.
9/3 –
13/3  Relate how cellular respiration and photosynthesis
2.2.4 explain how the process of cellular
TP3 : Apply knowledge of cell as the complement each other for the benefits of life
respiration and the process of
basic unit of life / coordination / using multimedia presentation
photosynthesis complement each
other. response / reproduction to
accomplish simple task.
#EXPERIMENT 2 : FACTORS FOR
PHOTOSYNTHESIS
TP4 : Analyse knowledge of cell as the TOPICAL TEST 2
basic unit of life / coordination /
12 response / reproduction in context of CUTI PERTENGAHAN PENGGAL 1
16/3 – CUTI PERTENGAHAN PENGGAL 1
20/3

9
problem solving about events or
3.1 A student is able to: natural phenomena.
Homeostasis in  Gather informations and carry out multimedia
living things. 3.1.1 communicate about homeostasis. presentations on how homeostasis regulates body
TP5 : Evaluate knowledge of cell as
temperature and water in the human body.
the basic unit of life / coordination /
3.1.2 explain with examples the systems  Carry out activities to show how the biological
response / reproduction in the
involved with homeostasis in actions respond to changes to stabilise the
humans and context of problem solving and condition of the body.
animals decision making to carry out a task.  Gather informations and make observations on
13
how transpiration regulates water in plants.
23/3 –
3.1.3 explain with examples the systems TP6 : Design a presentation using  Carry out brainstorming session to discuss the
27/3
involved in plant homeostasis. multi media / visual / folio / poster / importance of homeostasis using various
role play / drama; with creative and multimedia presentations.
3.1.4 appreciate the importance of innovative use of science knowledge
homeostasis and skills of the cell as the basic unit
in humans and living things. of life / coordination / response /
reproduction; in the context of
# EXPERIMENT 3 : HOMEOSTASIS IN
problem solving and decision making;
HUMANS
with regards to the social values/
TOPICAL TEST 3
14 A student is able to: economy / culture of the community.
30/3 – 4.1 Sexual and
3/4 asexual 4.1.1 compare and contrast sexual and  Gather and interpret data or information about
reproduction. asexual sexual and asexual reproduction:
reproduction in animals and plants. • methods of sexual reproduction
• various types of asexual reproduction
 Do a multimedia presentation to explain the
4.1.2 reason the importance of importance of reproduction and problems that will
reproduction. arise if reproduction decreases for all living things.

4.1.3 be grateful for the ability to


reproduce and
the continuation of life as a gift from
God.

10
A student is able to:
4.2 Human *19/4 (Friday) –Good Friday
reproductive 4.2.1 identify the structures and function  Carry out multimedia presentations to observe
system. of the and discuss the structures and function of the
male and female reproductive male and female reproductive systems.
systems.  Discuss the physical changes and experiences
during puberty.
15 4.2.2 communicate about the physical
6/4-10/4 changes  Use thinking maps to compare and contrast the
that occur during puberty. male gamete (sperm) and female gamete (ovum)
in terms of the structures and function.
4.2.3 compare and contrast the male
gamete MODUL 11 : Life Process
with the female gamete in the
reproductive system.

A student is able to:


4.3 Menstrual 4.3.1 communicate about the menstrual TP1 : Recall the knowledge and  Integrate multimedia presentation and thinking
cycle cycle science skills on cell as the basic unit maps to explain:
and the sequence of changes in the of life / coordination / response / • menstruation and menstrual cycle.
uterus lining during menstruation. reproduction • relate the fertile phase with fertilisation.
15
4.3.2 relate the fertile phase of the • the importance of practicing good personal
6/4-10/4
menstrual hygiene
cycle to the process of fertilisation. TP2 : Understand cell as the basic unit during menstruation.
4.3.3 justify the importance of personal of life / coordination / response /
hygiene reproduction and able to explain their
during menstruation understanding.
16 A student is able to: *1/5 (Wednesday)- Labour Day
13/4- 4.4 Fertilisation TP3 : Apply knowledge of cell as the
17/4 and pregnancy. 4.4.1 communicate about the process of basic unit of life / coordination /  Gather and share information about:
fertilisation and the implantation of response / reproduction to • fertilisation process.
embryo.
accomplish simple task.
• the implantation process of embryo.
4.4.2 justify the importance and functions
of TP4 : Analyse knowledge of cell as the • the development of a zygote into an embryo and
placenta and umbilical cord. basic unit of life / coordination / subsequently into a foetus until birth.
response / reproduction in context of
4.4.3 describe the development of a problem solving about events or
zygote natural phenomena.
into an embryo and subsequently
into a
foetus during pregnancy until birth.

11
A student is able to:
4.5  Share information from a nutritionist and to relate
Factors 4.5.1 relate the importance of taking the cause and effect of taking healthy nutritious
affecting the nutritious food during pregnancy.
development of food during pregnancy to the health
a foetus and of  Solve problems of miscarriage or abnormality in
baby.. both mother and foetus. newborn babies that is commonly associated with
unhealthy lifestyle of pregnant mothers such as
4.5.2 justify the importance of avoiding smoking, drugs abuse and alcohol.
the I
16 ntake of harmful substances to the  Gather, interprete information and carry out a
13/4- foetus. multimedia presentation on the impact of
TP5 : Evaluate knowledge of cell as
17/4 breastfeeding compared to baby formula milk in
the basic unit of life / coordination /
4.5.3 justify the benefits of breastfeeding relation to the infant’s development.
compared to formula milk on the response / reproduction in the
infant’s context of problem solving and  Make decision whether to breastfeed or use
development. decision making to carry out a task. formula milk.

4.5.4 realise that every living creature has TP6 : Design a presentation using
a multi media / visual / folio / poster /
right to live even if its in the womb. role play / drama; with creative and
innovative use of science knowledge
and skills of the cell as the basic unit
17 - 18
20/4 – MID YEAR EXAM
30/4

12
A student is able to: TP1 : Recall the knowledge and *20/5 (Monday) – Wesak Day Replacement
4.6 Infertility science skills on cell as the basic unit *22/5 (Wednesday) – Hari Nuzul Al-Quran
and 4.6.1 communicate the meaning of of life / coordination / response /
contraception infertility reproduction ●Methods to overcome infertility – hormone
and how to overcome them. treatment ,
surgery and in-vitro
TP2 : Understand cell as the basic unit
4.6.2 differrentiate methods of ●Methods of contraception for married couples –
contraception. of life / coordination / response / contraceptive pills, implants, condoms and
reproduction and able to explain their contraceptive devices in the uterus (Intrauterine
19 - 20 understanding.
4.6.3 realise the importance of practicing Contraceptive Device, IUCD).
4/5 –
frequent health screening and to get
15/5
i TP3 : Apply knowledge of cell as the
immediate treatment for problems basic unit of life / coordination /
related response / reproduction to  Debate on the abuse of knowledge regarding birth
to reproductive system. accomplish simple task. control methods and their effect to society.

4.6.4 criticise the abuse of knowledge on


contraception methods and its effect TP4 : Analyse knowledge of cell as the
to basic unit of life / coordination /
society. response / reproduction in context of
problem solving about events or
21 – 23 natural phenomena.
21/5 – CUTI PERTENGAHAN TAHUN CUTI PERTENGAHAN TAHUN
7/6 TP5 : Evaluate knowledge of cell as
24 4.7 A student is able to: the basic unit of life / coordination /
8/6 – Plant response / reproduction in the
12/6 reproduction 4.7.1 communicate about the structure context of problem solving and  Dissect different type of flowers to identify the
and structure with its function which include:
decision making to carry out a task.
function of each part of a flower. • male part of the flower
• the female part of the flower
4.7.2 justify the pollination process. TP6 : Design a presentation using  Gather, interpret data and share relevant
multi media / visual / folio / poster / information on the following:
role play / drama; with creative and • pollination process .
innovative use of science knowledge • self -pollination and cross-pollination .
and skills of the cell as the basic unit • the advantages of cross- pollination .
of life / coordination / response / • the application of cross- pollination in
reproduction; in the context of agriculture.

13
A student is able to:
4.7
Plant 4.7.3 describe the process of  Discuss and carry out multimedia presentation on
reproduction 14ertilization and the process of fertilisation in plants and the
explain the formation of seeds and formation offruits and seeds.
fruits
in plants.  Conduct an experiment to determine the required
conditions for the germination of seeds .
4.7.4 describe the germination process
of a
24 seed.  Collect and interpret data on the following:
8/6 –
problem solving and decision making;
12/6 4.7.5 solve problems if germination does
with regards to the social values/ • functions of the different parts of a seed.
not
occur. economy / culture of the community. • physical changes to the seed during
germination in
#EXPERIMENT 4 : CONDITIONS FOR SEED terms of the growth of the radicle, the plumule
GERMINATION and
the cotyledon.

TOPICAL TEST 4

THEME 3: EXPLORATION OF ELEMENTS IN NATURE


LEARNING AREA : 5. MATTER 6. PERIODIC TABLE 7. AIR

14
25 A student is able to: TP1 : Recall the knowledge and
15/6- 5.1 Matter in science skills on matter / the periodic  Carry out activities and create a multimedia
19/6 nature 5.1.1 state that almost everything that table / air. presentation to show that living things and non-
exists in living things have mass and occupy space.
nature is matter. TP2 : Understand of matter / the
periodic table / air and able to explain
5.1.2 prove that living things and their understanding.
nonliving  Carry out activities to differentiate:
things have mass and occupy space. TP3 : Apply knowledge of matter / the • physical properties of matter such as boiling
periodic table / air to explain natural point and melting point, solubility, heat
5.1.3 differentiate the physical properties phenomena to accomplish simple conductivity.
and task. • chemical properties of matter such as rusting
chemical properties of matter. and
TP4 : Analyse knowledge of matter / flammability.
the periodic table / air in context of  Carry out activities to classify materials by density,
5.1.4 classify materials by the different problem solving about events or melting point, boiling point and solubility.
characteristics. natural phenomena.
MODUL 6: Chemical changes
TP5 : Evaluate matter / the periodic MODUL 18: Changes in matter
table / air in the context of problem MODUL 30 : Matter 2

15
5.2 A student is able to:
Three states of  Carry out simulations to conceptualise that matter
matter 5.2.1 generalise that matter consists of is made up of small and discrete particles.
particles.
 Carry out visual presentations about the three
5.2.2 compare and contrast three states of states of matter in terms of the arrangement and
matter based on the kinetic theory in movement of particles and relation to the physical
terms of the arrangement and solving and decision making to carry properties of solids, liquids and gas (volume,
movement out a task. shape, density and compressibility).
of particles.  Carry out experiments to determine the rate of
TP6 : Design a presentation using diffusion,example copper(ll) sulphate in two states
5.2.3 use space-time relationships to multi media / visual / folio / poster / of matter (solid and liquid).
compare role play / drama; with creative and
rate of diffusion in three states of innovative use of science knowledge  Use a diagram or a concept map to illustrate
matter. and skills of matter / the periodic boiling, evaporation, condensation, freezing,
Carry out experiments to determine table / air in the context of problem melting, and sublimation.
the solving and decision making; with
rate of diffusion, example copper(ll) regards to the social values/  Carry out an experiment to investigate that
sulphate in two states of matter (solid economy / culture of the community. temperature of water remains constant during
and melting and boiling. Plot and interpret graphs to
liquid). show that:
25
5.2.4 describe the change in state of • Temperature remains constant during the
15/6-
matter, in terms of movement of melting and the boiling of water.
19/6
particles caused by the absorption • Mass remains unchanged during; physical
and the transformation, ie changes in state of matter;
release of heat, based on kinetic dissolving solid in a liquid; and expansion by heat
theory  Create a multimedia presentation about the
change of state of matter in daily life.
5.2.5 conclude that temperature remains
constant during freezing, melting and MODUL 7 : Heat
boiling. MODUL 30 : Matter 2
TOPICAL TEST 5
5.2.6 conclude that the mass remains
constant during physical changes.

5.2.7 explain with examples the changes


of the
state of matter in daily life

#EXPERIMENT 5 : RATE OF DIFUSSION

#EXPERIMENT 6 : TEMPERATURE
REMAINS CONSTANT DURING FREEZING
AND BOILING 16
A student is able to: TP1 : Recall the knowledge and
6.1 science skills on matter / the periodic
Classification of 6.1.1 conclude that all matter consists of table / air.  Discuss by using multimedia to explain: • all
elements atoms. matter consists of atoms • atomic structure • sub-
TP2 : Understand of matter / the atomic particles (electron, proton and neutron) •
6.1.2 differentiate between atoms and periodic table / air and able to explain the difference between atoms and molecules • the
26
molecules as well as elements and their understanding. difference between elements and compounds
22/6 –
compounds
26/6
. TP3 : Apply knowledge of matter / the
6.1.3 identify the position of metal, periodic table / air to explain natural  By referring to the periodic table, discuss the
nonmetal phenomena to accomplish simple position of metals, non-metals and inert gases.
and inert gases in the periodic table. task.

TP4 : Analyse knowledge of matter / MODUL 6: Chemical changes


A student is able to: the periodic table / air in context of  Carry out activities to differentiate the
problem solving about events or characteristics of metal and non-metal:
6.1.4 differentiate the characteristics of natural phenomena. • shiny surfaces
metals • ductility
and non-metals. TP5 : Evaluate matter / the periodic • malleable
27 table / air in the context of problem • electrical and heat conductivity
29/6 – solving and decision making to carry • boiling point and melting point.
3/7 out a task.  Encourage creative writing and presentation in
6.1.5 appreciate the order of elements various media.
that TP6 : Design a presentation using
exist in nature that has allowed multi media / visual / folio / poster / MODUL 6: Chemical changes
people to role play / drama; with creative and
organize them in the form of a table. innovative use of science knowledge
28 A student is able to: and skills of matter / the periodic
6/7-10/7 6.2 Mixtures table / air in the context of problem
6.2.1 communicate about examples of solving and decision making; with  Conduct activities to separate a mixture using
mixtures in daily life regards to the social values/ various methods such as filtration, distillation,
economy / culture of the community. separation by using magnets, sedimentation,
6.2.2 solve problem of separating mixtures
flotation and chromatography.
through activities based on the
MODUL 6: Chemical changes
different
characteristics of material and
physical
methods

17
29 A student is able to: TP1 : Recall the knowledge and
13/7- 6.3 Compounds science skills on matter / the periodic  Use various forms of multimedia to illustrate the
17/7 6.3.1 communicate about compounds in table / air. used of compounds in daily life.
daily
life. TP2 : Understand of matter / the  Carry out activities of heating metal and non-metal
periodic table / air and able to explain to produce a compound.
6.3.2 demonstrate the formation of their understanding.
compounds  Conclude and record that:
between metal and non-metal. TP3 : Apply knowledge of matter / the • mass is conserved during chemical change.
periodic table / air to explain natural • compound can be separated through chemical
6.3.3 conclude that mass is conserved phenomena to accomplish simple method.
during task. • differences in physical changes and chemical
chemical change. changes
TP4 : Analyse knowledge of matter / during the formation of compounds.
6.3.4 separate compounds through the periodic table / air in context of
chemical problem solving about events or  Create and carry out a multimedia presentation on
methods. natural phenomena. the similarities and differences between mixtures
and compounds
6.3.5 differentiate between chemical TP5 : Evaluate matter / the periodic
change table / air in the context of problem MODUL 6: Chemical changes.
and physical change. solving and decision making to carry
out a task. TOPICAL TEST 6
6.3.6 differentiate between mixtures and
compounds.

18
A student is able to:
7.1  Carry out activities to determine the percentage of
Composition of 7.1.1 plan ways to determine and record oxygen in air.
air the  Interpret a pie chart on the composition of the air
composition of air to realise that air is a mixture.
.
7.1.2 synthesise the composition of air  Interpret and share information on daily life
from a regarding:
pie chart. • the importance of oxygen, nitrogen carbon
7.1.3 justify the importance of oxygen, dioxide gases and inert gases.
nitrogen carbon dioxide and inert • the oxygen cycle and the carbon cycle.
29
gases • how the carbon cycle and the oxygen cycle
15/7-
in daily life. TP6 : Design a presentation using maintains the percentage of gases in the
19/7
multi media / visual / folio / poster / atmosphere.
7.1.4 appreciate the carbon cycle and the role play / drama; with creative and
oxygen cycle in maintaining the innovative use of science knowledge  The effects of the increase of carbon dioxide
composition of gases in the air. and skills of matter / the periodic emission to life and the environment.
table / air in the context of problem
7.1.5 solve problems when there is/are solving and decision making; with MODUL 16 : Earth 2
interferences to the oxygen and the regards to the social values/ MODUL 6: Chemical changes
carbon cycle. economy / culture of the community.

30 A student is able to : TP1 : Recall the knowledge and


20/7 – 7.2 Combustion science skills on matter / the periodic  Carry out activities to prove that oxygen, heat and
24/7 7.2.1 conclude about the conditions table / air. fuel are needed for combustion
needed for combustion.  List materials used as fire extinguishers for
TP2 : Understand of matter / the different sources of fire.
7.2.2 relate the conditions of combustion periodic table / air and able to explain
with the principles used in the their understanding.  Provide materials such as posters to create
manufacture of fire extinguishers. awareness among the school community about
TP3 : Apply knowledge of matter / the the causes of fire and prevention measures.
7.2.3 practice safety measures to prevent periodic table / air to explain natural
the occurrence of fire which can lead to phenomena to accomplish simple
the destruction of life and property. task.

19
A student is able to: TP4 : Analyse knowledge of matter /
7.3 Air Pollution the periodic table / air in context of  Discuss and share ideas of air pollution such as
7.3.1 define air pollution and air problem solving about events or haze that frequently hit our country and the
pollutants. natural phenomena. sources that cause these pollutions.
 Collect, interpret and share information about:
7.3.2 communicate about air pollutants TP5 : Evaluate matter / the periodic • steps taken by authorities in controlling air
and the table / air in the context of problem pollution.
causes. solving and decision making to carry • adverse effects of air pollution on living things
out a task. and the
30
7.3.3 justify steps to prevent and control environment.
20/7 –
air TP6 : Design a presentation using
24/7
pollution. multi media / visual / folio / poster /
role play / drama; with creative and
7.3.4 solve problems on the adverse innovative use of science knowledge
effects of and skills of matter / the periodic
air pollution. table / air in the context of problem
solving and decision making; with
regards to the social values/
economy / culture of the community. TOPICAL TEST 7

31 CUTI PERTENGAHAN PENGGAL 2


25/7 -2/8

THEME 4 : ENERGY AND SUSTAINABILITY OF LIFE


LEARNING AREA : 8. LIGHTS AND OPTIC

20
8.1 Usage of A student is able to:
mirrors  Use the screen and plane mirror to show the
8.1.1 differentiate between a real image difference between real images and virtual images.
and a  Carry out an activity to determine: •
virtual image. characteristics of the image formed when the light
TP1 : Recall the knowledge and
incident on the plane mirror. concave mirror
8.1.2 Communicate about the science skills on mirrors /
(enlarge image) and convex mirror (shrink image).
characteristics of characteristic of light / reflection of
image formed by a plane mirror, light / refraction of light / dipersion of • the object distance and image distance in a
concave light / scattering of light / addition plane mirror with a sketch diagram
mirror and convex mirror and substraction of light.  Discuss by using a multimedia presentation about
32
. these application: • plane mirror • concave mirror
3/8-7/8
8.1.3 state that the object distance is TP2 : Understand mirrors / • convex mirrors.
equal to characteristic of light / reflection of MODUL 27: Light
the image distance in a plane mirror light / refraction of light / dipersion of
light / scattering of light / addition
8.1.4 use the plane mirror to apply the and substraction of light and able to
concept explain their understanding.
of reflection of light.
TP3 : Apply mirrors / characteristic of
8.1.5 justify the application of concave light / reflection of light / refraction of
mirror light / dipersion of light / scattering of
and convex mirror in daily life. light / addition and substraction of
33 A student is able to: light through a simple task.
10/8-
14/8 8.2 8.1.6 construct an optical instruments to TP4 : Analyse knowledge of mirrors /  Carry out an activity to design an optical
Characteristic appreciate the use these of optical i characteristic of light / reflection of instruments eg. periscope or kaleidoscope.
of light nstruments to enhance the ability of light / refraction of light / dipersion of
the light / scattering of light / addition
human senses. and substraction of light in context of  The use of mirrors such as:
problem solving about events or • the side mirror and rear view mirror in the car.
8.1.7 solve problems in daily life involving natural phenomena. • the plane mirror use by dentist during
the treatment.
application of plane mirror, concave TP5 : Evaluate mirrors / characteristic • the convex mirror placed at the dangerous
mirror of light / reflection of light / refraction roads.
and convex mirror. of light / dipersion of light / scattering
of light / addition and substraction of
light in the context of problem solving  Properties such as the speed of light and natural
8.2.1 communicate about the properties and decision making to carry out a phenomena (the formation of shadows, lightning
of task. appearing before thunder, rainbows).
light. MODUL 27: Light

21
34 A student is able to: TP6 : Design a presentation using
17/8 8.3 Reflection multi media / visual / folio / poster / * 2/9 (Monday)- Awal Muharram Replacement
-21/8 of 8.3.1 state the characteristics of image role play / drama; with creative and
light formed innovative use of science knowledge  Identify the characteristics of image formed by a
by a plane mirrors and skills of mirrors / characteristic of plane mirror and sketch the image observed.
light / reflection
8.3.2 communicate aboiut the Law of of light / refraction of light / dipersion  Carry out an experiment to measure the angle of
Reflection. of light / scattering of light / addition incidence, i and angle of reflection, r, and
and substraction of light in the determine the relationship between angle of
8.3.3 draw ray diagrams to show the context of problem solving and incidence, i and angle of reflection, r.
reflection decision making; with regards to the  Introducing The Law Of Reflection.
of light social values/ economy / culture of
the community.
8.3.4 solve problems in daily life.with the  Example on the use of the concept of reflection of
application of reflection of light. light.

#EXPERIMENT 7 : REFLECTION OF LIGHT

22
A student is able to:
8.4 Refraction *9/9 (Monday)- Keputeraan Agong
of 8.4.1 Generalise that refraction occurs
light when  Collect and interpret these information about the
light moves through médium of following • Refraction of light
different
densities  Carry out activities to show that light refract away
. when travel from a medium to another medium
8.4.2 draw ray diagrams to show refraction with different density.
of
light when light propagate from one
medium to another medium of  Carry out an experiment to study the relationship
different between the angle of incidence, i and angle of
densities. refraction, r.
35
24/8-
8.4.3 generalise the relationship between
28/8
the
angle of incidence, i and angle of  Conduct a library research and make the
refraction, r, when light travels from presentation of the phenomenon of refraction.
a
medium of low density to a medium
of
high density.

8.4.4 justify the applications of refraction


of light
in daily life.

#EXPERIMENT 8 : REFRACTION
OF LIGHT
36 A student is able to: TP1 : Recall the knowledge and
1/9-4/9 8.5 Dipersion of science skills on mirrors / *16/9 (Monday)- Malaysia’s Day
light 8.5.1 communicate about the dispersion characteristic of light / reflection of
of light / refraction of light / dipersion of  Collect and interpret information about the
light. light / scattering of light / addition dispersion of light and phenomena related to the
and substraction of light. dispersion of light.
8.5.2 explain with an example the
dispersion of TP2 : Understand mirrors /  Carry out activities to study the following:
light in daily life. characteristic of light / reflection of • dispersion of light by using prism
light / refraction of light / dipersion of • formation of rainbow.

23
8.6.1 communicate about scattering of light / scattering of light / addition  Using various forms of multimedia for interpreting
8.6 Scattering light and substraction of light and able to information about scattering of light.
of Using various forms of multimedia for explain their understanding.
light interpreting information about
scattering TP3 : Apply mirrors / characteristic of  Carry out activities to study the effect of scattering
37 of light. light / reflection of light / refraction of of
7/9-11/9 8.6.2 explain with an example scattering of light / dipersion of light / scattering of light.
light light / addition and substraction of Collect and interpret information about the
in daily life light through a simple task. following
● scattering of light
TP4 : Analyse knowledge of mirrors / ● natural phenomena such as blue sky and reddish
characteristic of light / reflection of sunset.
light / refraction of light / dipersion of
8.7 light / scattering of light / addition
Addition and of and substraction of light in context of  Carry out activities to study:
light problem solving about events or
substraction of A student is able to: natural phenomena. • the addition of light using the primary color filter
light to
8.7.1 identify primary colours TP5 : Evaluate mirrors / characteristic produce secondary color (cyan, magenta and
of light / reflection of light / refraction yellow
8.7.2 identify the addition of primary of light / dipersion of light / scattering • subtraction of light that occurs when light is
colours of light / addition and substraction of absorbed
to produce secondary colours. light in the context of problem solving or subtracted by colour filters.
and decision making to carry out a • the difference between the addition and
8.7.3 communicate about subtraction of task. subtraction of
38 light light.
14/9- . TP6 : Design a presentation using
18/9 8.7.4 record the colours formed on the multi media / visual / folio / poster /
screen role play / drama; with creative and
when light apsses through colour innovative use of science knowledge
filters. and skills of mirrors / characteristic of Gather information and do a multimedia
light / reflection presentation
8.7.5 differentiate the addition and of light / refraction of light / dipersion
subtraction of light / scattering of light / addition
of light. and substraction of light in the
context of problem solving and
8.7.6 explain with examples addition and decision making; with regards to the
substraction of light in daily life. social values/ economy / culture of
the community.

TOPICAL TEST 8

24
THEME 5: EXPLORATION OF EARTH AND SPACE
LEARNING AREA: 9: EARTH
A student is able to:
9.1 TP1 : Recall the knowledge and  Create a multimedia presentation about the Earth
System and 9.1.1 communicate about the system of science skills on about the Earth’s structure that consist of four main spheres that
structure of the the structure/geo-disasters/Earth’s ishydrosphere, atmosphere, biosphere and
Earth Earth resources. geosphere.
● Atmospheric stratification and its role, including
9.1.2 explain differences in Earth layers
TP2 : Understand the Earth’s the
based
structure/geo-disasters/Earth’s depletion of the ozone layer. Introduce that
on its composition and physical
resources and able to explain their temperature and pressure changes with altitude
characteristics.
understanding. in the
.
atmosphere.
9.1.3 realise that Earth is the only place
● Ocean stratification from the surface to the dark
that TP3 : Apply knowledge on the Earth’s zone
39 can sustain life based on its physical structure/geo-disasters/Earth’s including the distribution of life forms in them.
21/9- characteristic. resources to accomplish simple task. Distribution of other water bodies on Earth such
25/9 as
TP4: Analyse knowledge of knowledge seas, rivers, glasiers,clouds and ground water is
on the Earth’s structure/geo- also
disasters/Earth’s resources in context introduced.
of problem solving about events or  Create a visual presentation to show the
natural phenomena. differences between crust, mantle and core of the
Earth including the lithosphere, asthenosphere &
mesosphere.
TP5 : Evaluate about the Earth’s
structure/geo-disasters/Earth’s  Discuss that the Earth is the only home for every
resources in the context of problem living organism.
solving and decision making to carry
out a task.
MODUL 14: Earth structure
40 A student is able to: TP 6 : Design a presentation using
28/9- 9.2 multi media / visual / folio / poster /  Carry out an activity and present a multimedia
2/10 Substance of 9.2.1 explain type and characterictic of role play / drama; with creative and presentation on the three types of rocks
the Earth rocks. innovative use of science knowledge e.g.igneous rocks, sedimentary rocks and
metamorphic rocks based on its formation.
and skills of the Earth’s structure/geo-
9.2.2 communicate on how to differentiate
disasters/Earth’s resources in the
the MODUL 14: Earth structure
process of rock formation. context of problem solving and

25
A student is able to decision making; with regards to the
9.3 : social values/ economy / culture of
Main processes 9.3.1 explain the different Earth processes the community.  Gather information about exogenic and endogenic
of the Earth that processes and present it using a multimedia
effect the changes on Earth. presentation.
 Exogenic process – weathering, erosion, mass
40
9.3.2 communicate about exogenic and depletion, land depletion, transport and
28/9-
endogenic processes. sedimentation.
2/10
 Endogenic process – mantle convection process,
magma activity, Earth crust movement (tectonic
layer)

MODUL 14: Earth structure

A student is able to:


9.4 Geohazard  Collect, interpret data through a multimedia
phenomena 9.4.1 communicate about geohazard. presentation on geohazards e.g.
earthquake,volcanism, land slide, tsunami, global
warming,acid rain, quicksand and sinkholes
 Discuss and share ideas on how science and
40 9.4.2 generate ideas on how science and
technology can be use to prepare for the
28/9- technology are used to prepare for
2/10 geohazards. possibilities of geohazards.
 Using various media to explain impact of
enviromental disasters e.g. loss of life, loss of
9.4.3 realise that enviromental disasters property, diseases, and starvation. Highlight the
effect need to symphatise with victims of environmental
human livelihood. disaster.

26
41 A student is able to:
5/10- 9.5 Age of the  Gather and share informations about the
TP1 : Recall the knowledge and
9/10 Earth 9.5.1 communicate about geological time geological time scale of the Earth and method to
scale science skills on about the Earth’s
structure/geo-disasters/Earth’s determine the age of the Earth.
of the Earth.  Using visual graphic presentation to present about
resources.
fossils and relate it to earth history.
9.5.2 explain the method to determine the
age TP2 : Understand the Earth’s  Discuss how knowledge on fossils can help modern
of the Earth. structure/geo-disasters/Earth’s science.
resources and able to explain their
9.5.3 communicate about fossils. Using understanding.
visual
MODUL 15: EARTH 1
graphic presentation to present
TP3 : Apply knowledge on the Earth’s
about
structure/geo-disasters/Earth’s
fossils.
resources to accomplish simple task.
9.5.4 reason about the importance of
fossils in TP4: Analyse knowledge of knowledge
the advancement of contemporary on the Earth’s structure/geo-
science.

27
A student is able to: disasters/Earth’s resources in context
9.6 Earth of problem solving about events or  Search for information and carry out a multimedia
resources and 9.6.1 explain surface water and its risks. natural phenomena. presentation on surface water and aquifers.
applied geology
9.6.2 explain the importance of  Carry out a multimedia presentation on the
TP5 : Evaluate about the Earth’s
underground formation of petroleum and coal.
structure/geo-disasters/Earth’s
water and its risks.
resources in the context of problem
9.6.3 communicate about economic
minerals. solving and decision making to carry
Economic minerals consist of metallic out a task.
 Discuss the economic prospects of hydrothermal
minerals, non- metallic minerals and processes.
rare TP 6 : Design a presentation using
earth minerals multi media / visual / folio / poster /  Debate how exploitation of Earth’s resources
41 . role play / drama; with creative and without proper planning may cause adverse
5/10- 9.6.4 explain the formation of petroleum innovative use of science knowledge effects on living things on Earth.
9/10 and and skills of the Earth’s structure/geo-
coal. disasters/Earth’s resources in the
context of problem solving and
9.6.5 communicate about the
decision making; with regards to the
hydrothermal
social values/ economy / culture of
process.
the community.
9.6.6 solve problems about the negative
effects of unplanned human activities
on all living things on Earth

42 - 43
12/10- FINAL EXAMINATION PREPARATION
23/10

44 - 45
26/10 DISCUSSION ON FINAL EXAM PAPERS
-6/11

AFTER FINAL EXAM PROGRAMME


46 - 47
9/11-
20/11

28
Disediakan oleh,
Norshamsiah binti Samsudin
Guru mata pelajaran Sains T1
2020

29