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SCIENCE YEARLY LESSON PLAN SMK BANDAR EASTER

FORM TW0 2010

PROCEEDING
WEEK THEME/
LEARNING LEARNING ACTIVITY/ DATE
/ LEARNING
OBJECTIVE OUTCOME EXPERIMENT R 2 2 2
DATE AREA
K A B C
1 1.1 Understanding A student is able to Carry out activities to make connection between
MANAGEMENT the sensory a) identify and relate a sensory organ to its stimulus, the five senses, the sensory organs and the stimuli.
04-08 & CONTINUITY organs and their b) state the pathway from stimulus to response Discuss what happens in our body after a stimulus
Jan OF LIFE functions is detected

1.2 Understanding A student is able to: Carry out activities to study the
the sense of touch a)identify the structure of the human skin involved in following:
stimuli detection, a) structure of the human skin involved in stimuli
b)state the function of different receptors detection,
c)draw conclusion on the sensitivity of the skin at b) sensitivity of the skin at different parts of the
different parts of the body. body towards stimuli.
Discuss the sensitivity of the skin in connection to
the following situations:
THE WORLD a) receiving an injection,
THROUGH OUR b) using Braille.
2 SENSES 1.2 Understanding A student is able to: Discuss the structure of the nose and the position
the sense of a) identify the structure of the nose, of the sensory cells using models, charts,
11-15 smell b) identify the position of the sensory cells in the computer software and other teaching aids.
Jan detection of smell.

1.4 Understanding A student is able to: Carry out activities to detect the different areas of
the sense of taste a)identify the different areas of the tongue that respond the tongue that respond to different tastes.
to different taste, Carry out activities to find how taste is related to
b) relate the sense of taste with the sense of smell. smell.
3 1.5 Understanding A student is able to: Observe and identify the structure of the human
the sense of hearing a)identify the structure of the human ear, ear.
b) explain the function of the different parts of the ear, Discuss the function of each part of the ear.
18-22 c) describe how we hear. Discuss the hearing mechanism.
Jan
1.6 Understanding A student is able to:
the sense of sight a) identify the structure of the human eye,
b)explain the functions of different parts of the eye, Examine the cow’s eye or model of a human eye.
c) describe how we see. Collect information on structure and function of
each part of the eye.
Discuss how we see.
UJIAN KHAS 25-28 JANUARI 2009 [FORM 1 ONLY]
4 1.7 Understanding A student is able to: Carry out activities to study:
light and sight a) describe the properties of light i.e. reflection and a) reflection of light,
25-29 refraction, b) refraction of light between two mediums of
Jan b) state the various defects of vision, different density.
c)explain ways to correct vision defects, Collect information about the types of defects of
d)state and give examples of the limitations of sight, vision and the contribution/use of technology to
e) connect stereoscopic and monocular visions with the rectify them.
survival of animals, Carry out activities to show what short
f) identify the appropriate device to overcome the sightedness and long sightedness are and how to
limitations of sight correct them.
Discuss what astigmatism is and the way to
correct it.
Carry out activities to investigate the following:
a) optical illusion,
b) blind-spot.
Discuss the connection between stereoscopic
vision and monocular vision with the survival of
animals.
Gather information about the device to overcome
the limitation of sight.
5 1.8 Understanding A student is able to: Carry out activities to investigate:
sound and hearing a) describe the properties of sound, a) the production of sound,
b) explain the reflection and b) the need of medium for sound to travel,
1-5 Feb absorption of sound, c) the reflection and absorption of sound.
c) explain the defects of hearing, Collect information about
d) explain ways of rectifying the a) the defects of hearing,
defects in hearing, b) ways to rectify the defects of hearing.
e) state the limitations of hearing, Discuss the limitations of hearing and ways of
f) state the device used to overcome the limitations of improving it.
hearing, Carry out activities to investigate the need for
g) explain stereophonic hearing. stereophonic hearing in determining the direction
of
sound.
6 1.9 Understanding the A student is able to: Carry out experiments to investigate and identify:
stimuli and responses a) state the stimuli that cause response in plants, a) stimuli detected by plants,
8-12 in plants b) identify the parts of plants sensitive to specific b) the parts of the plants sensitive
Feb stimulus, to specific stimulus.
c) relate the response in plants to their survival. Discuss in what ways the response of plants
towards stimuli are important for their survival.
7 2.1 Analysing the A student is able to: Discuss the classes of food i.e.carbohydrate,
MANAGEMENT classes of food a) explain through examples the protein, fats,vitamins, minerals, fibre and water
15-19 & CONTINUITY classes of food, and state their functions.
Feb OF LIFE b) state the function of each class of food, Carry out activities to test for starch (iodine
c) test for starch, glucose, protein and fats. solution), glucose (Benedict solution), protein
(Millon’s reagent) and fats (alcohol-emulsion
2.2 Evaluating the A student is able to: test).
importance of a a) state what a balanced diet is,
balanced diet Discuss:
b) state the factors that must be considered when
protein and fats, planning a balanced diet, a) what a balanced diet is,
c) explain how the factors affect a b) the factors that determine a person’s
balanced diet, balanced diet: age, size, sex, job, climate,
Nutrition d) state the quantity of energy in state of health
each gram of carbohydrate,
8 2.3 Understanding the A student is able to: Discuss that digestion is the breakdown of large
digestive system in a) explain what digestion is, food molecules into smaller solublemolecules that
22-26 man b) identify the parts of the digestive system, can be readilyabsorbed by the body.
Feb c) describe the flow of food particles in the alimentary
canal, Identify parts of the digestive system and the flow
d) state the functions of the organs in the digestive of food particles in the alimentary canal using
system, model/chart/CD ROM.
e) describe the process of digestion in the alimentary
canal, Discuss the functions of the various organs in the
f) list the end products of digestion of carbohydrate, digestive system and the enzymes found.
9 2.4 Understanding the A student is able to: Discuss the process of absorption of the products
process of absorption a) explain the process of absorption of the products of of
1-5 of digested food digestion, digestion in the small intestine. Carry out an
Mac b) make inference about the absorption of glucose experiment to show the absorption of glucose
through a Visking tube. through a Visking tube.
10 8-10 Mac UJIAN BULANAN 1 /OTI 1
11 2.5 A student is able to: Discuss the reabsorption of water by the large
Understanding a) state how water is reabsorbed in the large intestine, intestine and the process of defecation.
22-26 the reabsorption b) explain defecation, Discuss the importance of good eating habits to
Mac of water and c) relate the problem of defecation with eating habits. avoid
defecation constipation.
12 2.6 Put into A student is able to: Plan and carry out a healthy eating habit.
practice the a)justify the importance of eating nutritious food, Discuss the following topics :
29 habits of healthy b) put in practice good eating habits, a) practicing good eating habits i.e. eating
Mac eating c) justify the generous distribution of food to the nutritious
-2 Apr . underprivileged / needy, food and eating in moderation,
d) relate the dining culture of different people conforming b) the generous distribution of food to the
to sensitivities and religious beliefs underprivileged / needy,
c) Cultural practices in dining conforming to
sensitivities and religious beliefs.
13 MAN AND THE 1.1 A student is able to: Collect and classify various plants and animals
VARIETY OF Understanding a)explain the diversity of living organisms in a habitat, into a system based on common characteristics.
5-9 LIVING THINGS variety of living b) classify various animals based on common - Animal: Invertebrate, vertebrate, mammal, fish,
Apr organisms and characteristics, bird, amphibian, reptile.
their classification c) classify various plants based on common - Plant : Flowering plant, nonflowering plant,
1. Biodiversity characteristics, monocotyledon, dicotyledon.
d)explain the importance of biodiversity to the - Build a concept map on living organisms based
environment on the classification above.
14 MAN 2.1 Analysing the A student is able to: Carry out a field work to study species, habitat,
AND interdependence a) state what species, population and community are, population, community in an ecosystem.
12-16 THE among living b) state what habitat and ecosystem are,
April VARIETY OF organisms c) identify various habitats in one ecosystem, Carry out a discussion on interdependence among
LIVING THINGS e) explain through examples the interdependence among living organisms and the environment to create a
living organisms and the environment to create a balanced balanced ecosystem
ecosystem
15 2.2 Evaluating the A student is able to: Collect and interpret data on the types of
interaction a) list the types of interactions between living organisms, interactions between living organisms as follows:
19-23 between living b) explain with examples the interactions between living a) prey-predator,
April organisms organisms, b) symbiosis: commensalism, mutualism and
2.Interdependence c) justify the importance of interaction between living parasitism
among living organisms and the environment, e.g. remora and shark, algae and fungi, tape worm
organism and the d) explain through examples the advantages and and man,
environment disadvantages of biological control in regulating c) competition.
the number of pest in certain areas. Discuss the advantages of biological control in
regulating the numbers of pests in certain areas.
16 2.3 Synthesizing A student is able to: Collect and interpret data on the producer,
food web a) explain what producers, consumers and decomposers consumer, decomposer and pyramid number.
26-30 are,
April b) combine a few food chains to construct a food web, Construct a food web from a few food chains and
c) identify the producer, consumer and decomposer in a identify the producer, consumer and decomposer.
food web,
d) construct a pyramid number from a food chain, Discuss the energy flow in the food web
e) relate the food web and the pyramid number to energy constructed.
flow, Conduct a game to show the effects of an increase
f) predict the consequences if a certain component of or decrease in the number of organisms in a
living organisms in the ecosystem is missing. pyramid number. Discuss the consequences if a
component of living organisms in an ecosystem is
missing.
17 2.4 Analysing A student is able to: Carry out discussion on what
photosynthesis a)state what photosynthesis is, photosynthesis is.
3-7 b) state the factors required for photosynthesis, Carry out experiments to
Mei
c) state the products of photosynthesis, determine the factors needed for
d)control the variables that are photosynthesis i.e. carbon dioxide, water,
required for photosynthesis, light and chlorophyll.
e) explain the role of photosynthesis in maintaining Discuss the importance of photosynthesis in
a balanced ecosystem. maintaining a balanced ecosystem.
Discuss the carbon and oxygen
cycles.
18 & 19 10-21 Mei PEPERIKSAAN PERTENGAHAN TAHUN
20 2.5 Evaluating the A student is able to: Collect and interpret data on the
importance of a) explain what conservation and conservation and preservation of living
24-28 conservation and preservation are, organisms.
Mei preservation of b) explain the steps taken to preserve and conserve Carry out a field work in a natural forest
living organisms.
living organisms, reserve (wetlands, highland forest or tropical
c) justify the importance of conservation and rain forest) or an animal sanctuary to study
preservation of living organisms, the conservation and preservation of living
d) support activities organised by various parties to organisms.
preserve and conserve the living organisms. Carry out a discussion on how the
improvement in science and technology
helps in the conservation and preservation of
living organisms
21 2.6 Evaluating the A student is able to: Carry out a brainstorming session to discuss
role of man in a)explain the effects of human activities on the the environmental issues affecting the
31 Mei maintaining balance balance in nature, balance in nature and how to solve it.
– 4 Jun of nature
b) describe how man solves problems related to
environment, Carry out a discussion to justify that man
c) justify that human need a stable, productive and needs stable and productive ecosystem to
balanced ecosystem. ascertain a harmonious life.
22 MATTER IN 1.1 Analysing the A student is able to: Carry out activities to determine
NATURE physical a) state the meaning of the freezing point of water, the following:
21-25 characteristic b) state the meaning of the boiling point of water, - the freezing point of water,
Jun of water c) describe the physical characteristics of water, - the boiling point of water.
d) explain through examples the effects of Carry out an activity to observe the
impurities on the physical characteristics of effects of impurities on the
water. physical characteristics of water

1.2 Analysing the A student is able to: Carry out an electrolysis to determine the
1. Water and composition of a) determine the composition of water, ratio of hydrogen to oxygen in a molecule of
Solution water b) test the presence of hydrogen and oxygen. water.
23 1.3 Analysing the A student is able to: Carry out experiments to study the factors
evaporation of a) explain what evaporation is, affecting the rate of evaporation of water i.e.
water b) explain through examples the factors that affect humidity, the temperature of the
the rate of evaporation of water with surrounding, surface area and the movement
reference to the Kinetic Theory, of air.
28- c) compare and contrast between evaporation and Discuss the factors affecting the rate of
2Julai boiling, evaporation in relation to the Kinetic Theory.
d) describe the application of the evaporation of Discuss the similarities and differences
water in daily life. between evaporation and boiling.

1.4 Analysing the A student is able to:
solution and a) explain what solute, solvent and solution are, Discuss the differences between solute,
solubility
b) contrast and compare between dilute solution, solvent and solution.
c) concentrated and saturated Carry out activities to prepare a dilute
solution, solution, a concentrated solution and a
d) explain what suspension is, saturated solution.
e) explain what solubility is, Discuss the similarities and differences
f) explain the factors affecting between dilute solution, concentrated
the solubility of solutes in water, solution
g) explain the importance of and saturated solution.
water as a universal solvent in
life, Carry out activities to illustrate the
h) give examples on the uses of differences between a solution and a
organic solvents in our suspension.
everyday life
Carry out experiments to determine the
factors affecting the solubility of a solute.
a) Nature of solvent,
b) Nature of solute,
c) Temperature.

Carry out experiments to determine the
factors affecting the rate of dissolving:
a) temperature,
b) rate of stirring,
c) size of solute particle.
Discuss the importance of water as a
universal solvent in life.
Gather information on the application of
organic solvents in daily life.
24 1.5 Analysing acid A student is able to: Carry out activities to study:
and alkali a)identify the properties of acid, a) the properties of acid in terms of pH
5-9Julai b)dentify the properties of alkali, value, taste, corrosive nature, effect on
c) state that acid and alkali only show their litmus paper, reaction with metals such as
properties in the presence of water, magnesium and zinc,
d) explain through examples the definition of acid b) the characteristics of alkali in terms of pH
and alkali, value, taste, corrosive nature, effect on
e) identify the substances which are acidic or litmus paper,
alkaline in everyday life, carry out a discussion to define acid and
f) state the uses of acid and alkali in daily life, alkali operationally.
g) explain the meaning of neutralisation, Carry out activities to determine the acidic
h) write an equation in words to describe the and alkaline substances in daily life.
neutralisation process, Carry out an activity to show neutralisation
i) explain through examples the uses of using the hydrochloric acid and sodium
neutralisation in daily life. hydroxide of the same concentration
25 1.6 Analysing the A student is able to: Discuss the various types of water
method of water a) list the natural sources of water, purification such as filtration, boiling,
12-16 purification b) state the reasons for water purification, chlorination and distillation.
Julai
c) describe the various types of water purification, Carry out activities to study the various types
d) compare the strengths and weaknesses of the of water purification such as filtration,
various types of water purification. boiling and
distillation.
1.7 Analysing the A student is able to:
water supply system a) describe how the water supply system works, Discuss the ways to save water.
b) explain ways to save water. Do a project on how much water
the average household uses.
26 1.8 Understanding A student is able to: Conduct discussion on the effect
the preservation of a) give examples of water pollutants, of water pollution on living things.
19-23 water quality b) explain the effect of water pollution on living Generate ideas on ways to control
Julai things, water pollution
c) explain ways to control water pollution,
d) explain ways to preserve water and its quality.
27 26-28 Julai UJIAN BULANAN 2 / OTI 3
28 MATTER IN 2.1 Understanding A student is able to : Carry out an activity to discuss the kinetic
NATURE air pressure a) explain the existence of air pressure with theory of gases.
2-6 reference to the Kinetic Theory, Carry out an activity to show that
ogos b) explain the factors affecting air pressure. air exerts pressure.
Carry out activities to show the factors
A student is able to: affecting air pressure, i.e.
2.2 Applying the a) explain with examples things that use the volume and temperature
principle of air
Air pressure principle of air pressure, Collect and interpret data on appliances that
pressure in daily life
b) generate ideas to solve problems using the use the principle of air pressure.
principle of air pressure, Gather information and discuss the
c) relate the safety measures taken when using gas application of air pressure in syringe, siphon,
under high pressure. spraying pump and drinking straw.
Discuss ways of using the principle of air
pressure to solve daily problems such as
blockage in sinks and pouring condensed
milk from a can.
Gather information on how a gas tank
containing gas under high pressure works.
Discuss the safety precautions taken when
using gas under high pressure.
29 MATTER IN 1.1 Understanding A student is able to: Carry out activities to show pushing and
NATURE force a) state that a force is a push or a pull, pulling are forces.
9-13 b) explain the effects of forces, Carry out activities to show the effects of
Og c) explain the various types of forces. force (changes in shape, position, speed and
direction).
1.2 Understanding A student is able to: Carry out activities to show different types of
the
FORCE AND a) state the unit of force, forces (frictional, gravitational, electrostatic
measurement
MOTION of force
b) explain how a spring balance works, and
c) measure the magnitude of force. magnetic force)
Discuss the unit of force and the principle of
a spring balance.
Carry out activity to measure the magnitude
of force.
30 1.3 Application of A student is able to: Discuss with examples to show the existence
frictional force a) explain with example the existence of frictional of frictional force.
16-20 force, Carry out activities to identify the direction
OGOS
b) state the direction and the magnitude of frictional of frictional force and measure the
force, magnitude of the force.
c) carry out an experiment to show how different Carry out an experiment to show how
types of surfaces affect frictional force, different types of surfaces affect the
d) explain the advantages and disadvantages of magnitude of frictional force.
friction, Gather information and discuss
e) explain ways to increase friction, the advantages and disadvantages of friction.
f) explain ways to reduce friction, Carry out activities on ways to
g) explain with examples the a) increase friction,
application of friction in daily life. b) reduce friction.

Discuss the application of increasing and
decreasing friction in our daily life.
31 1.4 A student is able to: Discuss with examples to show work is done
Application of work a) explain with examples how work when an object is moved by a force.
23-27 is done, Carry out activities to determine the work
OGOS a) state the unit of work, done by using:
b) calculate the work done. Work (J)
= Force (N) X Distance (m)

1.5 Application of A student is able to: Carry out activities to determine power by
power a) state the meaning of power, using:
b) state the unit of power, Power (W) = Work (J)
c) calculate power on the work Time (s)
done.
1.6 Analysing the
A student is able to:
importance of force
in life a) describe how life will be if force Create an activity e.g. drawing a
. does not exist poster, sketching or acting to show
how life would be without force.
32 MATTER IN 2.1 Understanding A student is able to: Gather information and discuss
NATURE the support system a) explain the support system in vertebrates and the the various support systems in
30-3 in animals various support systems in a) land and aquatic vertebrates,
Sept . invertebrates, b) land and aquatic invertebrates.
b) compare and contrast the support system between Carry out discussions on the following:
land and aquatic vertebrates, a) similarities and differences between
c) compare and contrast the support system between support systems in land and aquatic
land and aquatic invertebrates. vertebrates,
2.0 SUPPORT b) similarities and differences between
AND support systems in land and aquatic
MOVEMENT A student is able to: invertebrates.
2.2 Understanding a) explain the various support
the support system
in plants
systems in woody and nonwoody plants, Carry out field work to study various support
. b) classify plants based on their support systems. systems of plants.
Carry out activities to classify plants based
on their support systems.
2.3 Appreciating the A student is able to:
support system in c) justify the importance of the
living things support system to living things. Discuss issues e.g.
a) inability of whales to move back to sea
after being washed ashore,
b) a crippled person using crutches for
support.
33 TECHNOLOGI 1.1 Understanding A student is able to: Carry out activities to find the point of
CAL AND thet the centre of a) determine the point of equilibrium in regular and equilibrium in regular and irregular
13-17 INDUSTRIAL gravity affects irregular shapes, shapes.
SEPT DEVELOPMEN stability
b) relate the point of equilibrium as the centre Carry out an experiment to find out how the
T IN SOCIETY
of gravity of objects, centre of gravity affects the stability of an
c) relate the centre of gravity to the stability of object by manipulating the
objects. a) height,
b) base area.
A student is able to:
1.2 Appreciating
the importance
a) suggest ways to improve the stability of objects Discuss the relationship between the centre
of stability around them, of
1. Stability b) explain with examples the application of stability gravity and stability.
in life.
Carry out a brainstorming session on ways to
improve stability.

Carry out activities like doing projects or
playing games to build models by applying
the concept of stability.
34 TECHNOLOGI 2.1 Analysing levers A student is able to: Discuss how a small effort can overcome a
CAL AND a) list things around them that use the principle of large load with the use of a lever.
20-24 INDUSTRIAL the lever, Make an observation on devices that use the
SEPT DEVELOPMEN b) state what a lever can do, principles of levers.
T IN SOCIETY
c) identify load, force and fulcrum in the lever, Identify the load, force and fulcrum, and then
d) classify levers, classify the systems into first, second and
e) explain what is meant by the moment of a force, third classlevers.
f) solve problems related to levers. Discuss how humans apply the principles of
levers to help them overcome large load.

2.2 Appreciating the A student is able to: Discuss that the moment
2. Simple innovative efforts in a) design or improvise a of force = force X perpendicular
Machine the design of device that use the distance from the pivot to
machines to simplify
principle of a lever. force.
work.
Carry out an activity to show the relationship
between moment and the product of force
and
distance.
Solving problems related to levers using the
following formulae:
Load (N) X distance of the load from
fulcrum (m) = Force (N) X distance of the
force from the fulcrum (m)
35 27-1 Okt Revision
36 & 25-29 Okt Peperiksaan Akhir Tahun
37
38 1-5 Nov AKTIVITI SELEPAS PEPERIKSAAN
39 8-12 Nov AKTIVITI SELEPAS PEPERIKSAAN
40 15-19 NOV AKTIVITI SELEPAS PEPERIKSAAN
Cuti Akhir Tahun bermula