SMK DATO’ IBRAHIM YAACOB,

BATU 5, JALAN IPOH,

51200 KUALA LUMPUR

YEARLY PLAN
SCIENCE
FORM 2
2011
THEME: MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING LEARNING OUTCOMES CCTS NOTES VOCABULARY
ACTIVITIES

Understanding the sensory Carry out activities to make A student is able to: The five sensory brain – otak
organs and their functions. connection between the five organs have been nerve – saraf
senses, the sensory organs • Identify and relate a Attributing, relating, introduced in response –
sensory organ to its sequencing Primary Science. gerakbalas
and the stimuli.
stimulus, stimuli – rangsangan
• State the pathway from sensory organ –
Discuss what happens in our
stimulus to response: organ deria
body after a stimulus is
Stimulus Sensory
detected.
organs  Nerves
1 Brain Nerves 
Response
(3 JAN –
7 JAN) 1.1 Understanding the sense of Carry out activities to study A student is able to: The structures of cold – kesejukan
touch. the following: the receptors are heat – kepanasan
structure of the human skin • Identify the structure of Attributing, relating, not required. pain – kesakitan
involved in stimuli detection, the human skin involved in making conclusion pressure – tekanan
sensitivity of the skin at stimuli detection, receptor – hujung
different parts of the body • State the function of saraf
towards stimuli. different receptors – sensitivity– kepekaan
pressure, heat, pain, skin – kulit
Discuss the sensitivity of the • draw conclusion on the touch – sentuhan
skin in connection to the sensitivity of the skin at
following situations: different parts of the body
receiving an injection, towards stimuli
using Braille.

1.2 Understanding the sense of Discuss the structure of the A student is able to: nose – hidung
smell. nose and the position of the sensory cells – sel
sensory cells using models, • identify the structure of the Attributing, relating deria
2 charts, computer software and nose,
other teaching aids. • identify the position of the
(10 JAN – sensory cells in the
14 JAN) detection of smell.
 1.3 Understanding the sense of
taste.
Carry out activities to detect
the different areas of the
tongue that respond to
different tastes.
Carry out activities to find how
taste is related to smell.
A student is able to: bitter – pahit
salty – masin
• identify the different areas Attributing, relating sour – masam
of the tongue that respond sweet – manis
to different taste, taste – rasa
• relate the sense of taste tongue – lidah
with the sense of smell.

1.4 Understanding the sense of Observe and identify the A student is able to: Teacher is cochlea – koklea
hearing. structure of the human ear. encouraged to use ear – telinga
• identify the structure of the Attributing, relating, computer ear drum –
Discuss the function of each human ear, sequencing simulation to gegendang telinga
part of the ear. • explain the function of the illustrate the
different parts of the ear, hearing
Discuss the hearing • describe how we hear. mechanism.
mechanism.

1.5 Understanding the sense of
sight.
Examine the cow’s eye or
model of a human eye.
Collect information on
structure and function of each
part of the eye.
Discuss how we see.
A student is able to:
• identify the structure of the Attributing, relating,
human eye, sequencing
• explain the functions of
different parts of the eye,
• describe how we see.

1.6 Understanding light and Carry out activities to study: A student is able to: Relate the density – ketumpatan
sight. properties of light to medium –
reflection of light, • describe the properties of Attributing, natural phenomena bahantara/medium
refraction of light between two light i.e. reflection, analyzing, relating, and daily usage. reflection – pantulan
mediums of different density. refraction. making conclusion Angles of refraction –
• state the various defects incidence, pembiasan
of vision, reflection, refraction
Collect information about the • explain ways to correct and normal are not
types of defects of vision and vision defects, required.
3 the contribution/use of • state and give examples
technology to rectify them. of the limitations of sight, Astigmatism,
(17 JAN – optical illusions,
• connect stereoscopic and
21 JAN) blind-spot,
monocular visions with the
survival of animals, monocular and
stereoscopic
• identify the appropriate
visions should be
device to overcome the
introduced.
limitations of sight.
 Carry out activities to show Visualising, making astigmatism –
what short sightedness and hyphotheses, astigmatisme
long sightedness are and how making conclusion. blind spot – bintik (or
to correct them. titik) buta
long sightedness –
Discuss what astigmatism is Generating ideas rabun dekat
and the way to correct it.

Carry out activities to monocular vision –

investigate the following: penglihatan
optical illusion, monokular
blind-spot. optical illusion – ilusi
optik
Discuss the connection Relating, generating periscope – periskop
between stereoscopic vision ideas short sightedness –
and monocular vision with the rabun jauh
survival of animals. stereoscopic vision –
penglihatan
Gather information about the Microscope, stereoskopik
device to overcome the magnifying glass,
limitation of sight. telescope,
binoculars,
ultrasound
scanning device, X-
ray, periscope
should be included.

1.7 Understanding sound and Carry out activities to A student is able to:
hearing. investigate:
a) the production of • describe the properties of Attributing,
sound, sound, visualizing
b) the need of medium • explain the reflection and Generating ideas
for sound to travel, absorption of sound,
c) the reflection and • explain the defects of
4 absorption of sound. hearing,
• explain ways of rectifying
(24 JAN – Collect information about the defects in hearing,
28 JAN) a) the defects of • state the limitations of
hearing, hearing,
b) ways to rectify the • state the device used to
Include devices
defects of hearing. such as hearing
overcome the lilitations of
aids and
hearing,
Discuss the limitations of stethoscope.
• explain stereophonic
hearing and ways of hearing.
improving it.
 1.8 Understanding the stimuli Carry out experiments to A student is able to: Responses in
and responses in plants. investigate: plants should
a) stimuli detected by plants, • state the stimuli that Generating ideas, include
b) identify the parts of the cause response in plants, attributing, relating, phototropism,
plants sensitive to specific • identify the parts of plants making inferences, geotropism,
stimulus. sensitive to specific predicting, hydrotropism,
stimulus, analyzing, making nastic movement,
Discuss in what ways the • relate the response in hypotheses, making tigmotropism.
response of plants towards plants to their survival. conclusion
stimuli are important for their
survival.

LEARNING AREA: 2. NUTRITION

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING LEARNING OUTCOMES CCTS NOTES VOCABULARY
ACTIVITIES

2.1 Analysing the classes of Discuss the classes of food A student is able to: Only the major fats - lemak
food. i.e. carbohydrate, protein, vitamins ( A, B, C, fibre – palawas
fats, vitamins, minerals, fibre • explain through the Generating ideas, D, E, and K) and potassium – kalium
and water and state their classes of food, relating minerals (calcium, starch – kanji
functions. • state the function of each sodium, iron, iodine, sodium - natrium
class of food, phosphorus and
Carry out activities to test for • test for starch, glucose, Analysing, grouping potassium) are
starch (iodine solution), protein and fats. and classifying required.
glucose (Benedict’s Vitamin B need not
solution), protein (Millon’s be classified into B1,
reagent) and fats (alcohol- B2, and so on.
emulsion test).
5 Introduce alcohol-
emulsion test for fat.
(31 JAN –
2 FEB) 2.2 Evaluating the importance Discuss: A student is able to:
(3-4 FEB of a balanced diet. a) what a balanced
CUTI TAHUN diet is, • state what a balanced diet
BARU CINA) b) the factors that is, Attributing,
determine a • state the factors that must prioritizing
person’s balanced be considered when
diet: age, size, sex, planning a balanced diet,
job, climate, state of • explain how the factors
health. affect a balanced diet,
Collect food wrappers that • state the quantity of
show calorific value of food energy in each gram of
and make a list to show the carbohydrate, protein and
calorific value for each type fats,
of food.
 Discuss to estimate the
calories of food taken in a
meal.
Plan a balanced diet for a
day. (breakfast, lunch and
dinner)
2.3 Understanding the digestive Discuss that digestion is the
system in man. breakdown of large food
molecules into smaller
soluble molecules that can
be readily absorbed by the
body.
Identify parts of the digestive
6 system and the flow of food
particles in the alimentary
(7 FEB – canal using model/chart/CD
11 FEB) ROM.
Discuss the functions of the
various organs in the
digestive system and the
enzymes found.
Carry out activities to show
the action of the enzyme in
the saliva on starch.
2.4 Understanding the process Discuss the process of
of absorption of digested absorption of the products of
food. digestion in the small
intestine.
Carry out an experiment to
8 show the absorption of
glucose through a Visking
(21 FEB – tube.
25 FEB)
2.5 Understanding the Discuss the reabsorption of
reabsorption of water and water by the large intestine
defecation. and the process of
defecation.
• estimate the calories of Relating, analyzing,
food taken in a meal, evaluating
• plan a balanced diet.
A student is able to: Enzymes should alimentary canal –
only include salur penghadaman
• explain what digestion is, Generating ideas, amylase, protease anus – dubur
• identify the parts of the attributing, and lipase. appendix – umbai
digestive system, sequencing usus
• describe the flow of food bile – jus hempedu
particles in the alimentary Relating digestion –
canal, penghadaman
• state the functions of the Synthesising enzyme – enzim
organs in the digestive
system,
• describe the process of gall bladder – pundi
digestion in the alimentary hempedu
canal, gut – salur
penghadaman
• list the end products of
insoluble – tidak larut
digestion of carbohydrate,
large intestine – usus
protein and fats.
besar
liver – hati
saliva – air liur
small intestine – usus
kecil
stomach – perut
A student is able to: Attributing, The structure of absorption –
visualising vilus is not required. penyerapan
• explain the process of Need only mention analogise – membuat
absorption of the products Relating, predicting, vilus increase the analogi
of digestion, making inference, surface area for blood stream – aliran
• make inference about the making conclusion absorption. darah
absorption of glucose diffusion – resapan
through a Visking tube
A student is able to: constipation –
sembelit
• state how water is Visualizing, defecation –
reabsorbed in the large relating, making penyahtinjaan large
 intestine, generalisation
Discuss the importance of • explain defecation, intestine – usus
good eating habits to avoid • relate the problem of besar
constipation. defecation with eating reabsoption –
habits. penyerapan semula

2.6 Put into practice the habits Plan and carry out a healthy A student is able to: habits – amalan
of healthy eating. eating habit. needy – sangat
• justify the importance of Generating ideas, miskin
Discuss the following topics : eating nutritious food, comparing and nutritious food –
9 a) practicing good • put in practice good eating contrasting, makanan berkhasiat
eating habits i.e. eating habits, evaluating, underprivileged –
(28 FEB – nutritious food and • justify the generous detecting bias kurang bernasib baik
4 MAC) eating in moderation, distribution of food to the religious beliefs –
b) the generous underprivileged / needy, kepercayaan agama
distribution of food to
the underprivileged /
• relate the dining culture of
different people
needy,
conforming to sensitivities
c) cultural practices in
and religious beliefs.
dining conforming to
sensitivities and
religious beliefs.

WEEK 10
(7 MAC – 11 MAC)
TEST 1

CUTI PERTENGAHAN PENGGAL

12 MAC – 20 MAC
THEME : MAN AND THE VARIETY OF LIVING THINGS

LEARNING AREA : 1. BIODIVERSITY

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING OUTCOMES CCTS NOTES VOCABULARY

LEARNING ACTIVITIES

1.1 Understanding variety of Discuss the diversity in the A student is able to: Basic concept on amphibian –
living organisms and their general characteristics of variety of living amfibia
classification. living organisms. • explain the diversity of Generating ideas, organisms has been bird – burung
living organisms in a attributing, introduced in dicotyledon –
Collect and classify various habitat, comparing and primary science. dikotiledon
plants and animals into a • classify various animals contrasting, diversity –
system based on common based on common grouping and Emphasize only on kepelbagaian
characteristics. characteristics, classifying the classification in fish – ikan
- Animal: Invertebrate, • classify various plants the suggested flowering plant –
vertebrate, mammal, fish, based on common Evaluating,relating, learning activities. tumbuhan
bird, amphibian, reptile. characteristics, synthesising berbunga
11 - Plant : Flowering plant, • explain the importance of Malaysia is one of invertebrate –
non-flowering plant, biodiversity to the Generating ideas , the twelve mega- invertebrata
(21 MAC – monocotyledon, environment. visualizing, biodiversity living organism –
25 MAC) dicotyledon. synthesising countries in the organisma hidup
- Build a concept map on world should be mammal –
living organisms based on highlighted. mamalia
the classification above. monocotyledon –
monokotiledon
Discuss the importance of non-flowering
maintaining the biological plant –
diversity as one of the tumbuhan tidak
country’s natural heritage. berbunga
reptile – reptilia
vertebrates –
vertebrata
LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
WEEK LEARNING OBJECTIVES
2.1 Analysing the
interdependence among
living organisms.
12
2.2 Evaluating the interaction
(28 MAC – between living organisms.
1 APRIL)
SUGGESTED LEARNING OUTCOMES CCTS NOTES VOCABULARY
LEARNING ACTIVITIES
Carry out a field work to A student is able to:
study species, habitat, Basic concept of community –
population, community in an • state what species, Attributing, habitat has been komuniti
ecosystem. population and community visualizing, introduced in ecosystem –
are, Synthesising, primary school. ekosistem
Carry out a discussion on • state what habitat and relating environment –
interdependence among ecosystem are, During the field persekitaran
living organisms and the • identify various habitats in Analysing, relating, work the concept of habitat – habitat
environment to create a one ecosystem, predicting ecology will be interdependence –
balanced ecosystem. • explain through examples constructed through saling
the interdependence contextual learning. bersandaran
Gather information and then among living organisms predict – meramal
discuss the consequences if and the environment to population –
a component of living create a balanced populasi
organisms in an ecosystem ecosystem, species – spesis
is missing. • predict the consequences
if a certain component of
living organisms in the
ecosystem is missing.
Collect and interpret data on A student is able to:
the types of interactions Basic concept of advantage –
between living organisms as • list the types of Attributing, relating prey predator and kebaikan
follows: interactions between living competition has biological control –
a) prey-predator, organisms, Evaluating, relating been taught in kawalan biologi
b) symbiosis: • explain with examples the primary school. competition –
commensalism, interactions between living persaingan
mutualism and organisms, disadvantage –
parasitism e.g. • justify the importance keburukan
remora and shark, ofinteraction between interaction –
algae and fungi, tape living organisms and the interaksi
worm and man, environment, Refer to local issues parasitism –
c) competition. • explain through examples like the crow parasitisme pest –
the advantages and problem in Kelang. perosak
Conduct an activity to show disadvantages of prey predator –
the importance of the biological control in mangsa
interaction between regulating the number of pemangsa
organisms and the pest in certain areas. regulate –
environment. mengawal
symbiosis –
Discuss the advantages of simbiosis
biological control in
regulating the numbers of
pests in certain areas.
 2.3 Synthesizing food web. Collect and interpret data on
the producer, consumer,
decomposer and pyramid
number.
Construct a food web from a
few food chains and identify
the producer, consumer and
decomposer.
Discuss the energy flow in
the food web constructed.
Conduct a game to show the
effects of an increase or
decrease in the number of
organisms in a pyramid
number.
2.4 Analysing photosynthesis. Carry out discussion on what
photosynthesis is.
Carry out experiments to
determine the factors
needed for photosynthesis
i.e. carbon dioxide, water,
light and chlorophyll.
Discuss the importance of
photosynthesis in
13 maintaining a balanced
ecosystem.
(4 APRIL –
8 APRIL) Discuss the carbon and
oxygen cycles.
2.5 Evaluating the importance of Collect and interpret data on
conservation and the conservation and
preservation of living preservation of living
organisms. organisms.
Carry out a field work in a
natural forest reserve
(wetlands, highland forest or
tropical rain forest) or an
animal sanctuary to study
A student is able to: Food chain has balance in nature-
been taught in keseimbangan
• explain what producers, Generating ideas, primary science. alam consumer-
consumers and attributing, relating, pengguna
decomposers are, sequencing decomposer-
• combine a few food chains pengurai
to construct a food web,. food web-siratan
• identify the producer, Relating makanan
consumer and primary consumer
decomposer in a food – pengguna
web, Analysing , primer
• construct a pyramid predicting producer-
number from a food chain, Refer to the crown pengeluar
• relate the food web and of thorn problem in pyramid number-
the pyramid number to the coral reef in the piramid nombor
energy flow. marine parks. secondary
consumer –
• predict the effects of an
pengguna
increase or decrease in
sekunder
the number of organisms
tertiary consumer
on the balance in nature.
– pengguna tertier
A student is able to: The carbon and balanced
oxygen cycles ecosystem –
• state what photosynthesis Attributing, making should be included. ekosistem yang
is, inference, making seimbang
• state the factors required hypotheses, oxygen cycle -
for photosynthesis, analysing, making kitar oksigen
• state the products of conclusions carbon cycle –
photosynthesis, kitar karbon
• control the variables that photosynthesis-
are required for Analysing, relating fotosintesis
photosynthesis,
• explain the role of
photosynthesis in
maintaining a balanced
ecosystem.
A student is able to: The role of man in conservation-
conservation and pemuliharaan
• explain what conservation Generating ideas, preservation has reserve forest –
and preservation are, analysing, been highlighted hutan simpan
• explain the steps taken to evaluating, in primary school. highland forest –
preserve and conserve synthesising, hutan tanah tinggi
living organisms, making indigenous people
• justify the importance of generalisation – orang asli
conservation and preservation-
preservation of living pemeliharaan
 the conservation and organisms, sanctuary-
preservation of living • support activities santuari
organisms. organised by various tropical rainforest
parties to preserve and – hutan hujan
Carry out a discussion on conserve the living tropika
how the improvement in organisms. wetlands – tanah
science and technology bencah / lembap
helps in the conservation
and preservation of living
organisms.

Run a campaign to stress on Forest is also home

the importance of to some indigenous
conservation and people should be
preservation / Carry out a included.
role play involving the parties
concerned in solving
problems related to the
conservation and
preservation of living
organisms.

2.6 Evaluating the role of man Carry out a brainstorming A student is able to: Environmental acid rain – hujan
in maintaining the balance session to discuss the issues includes asid
in nature. environmental issues • explain the effects of Generating ideas, global climate brainstorming –
affecting the balance in human activities on the visualising, relating, change, sumbangsaran
nature and how to solve it. balance in nature, detecting bias, habitat destruction, climate change –
• describe how man solve making species extinction, perubahan iklim
Carry out a discussion to problems related to generalisation air, soil and water deforestation –
justify that man needs stable environment, pollution, loss of penebangan
and productive ecosystem to • justify that human need a wetlands, hutan
ascertain a harmonious life. stable, productive and solid waste excessive –
balanced ecosystem. management, berlebihan
deforestation, land land overuse –
overuse, over penggunaan
fishing, toxin in the tanah yang tidak
environment, terkawal
(release of green house effect
excessive – kesan rumah
chemicals into our hijau
environment – over fishing –
includes pesticides, penangkapan ikan
fertilizers and tidak terkawal
pollutants). pollution –
pencemaran
solid waste
management –
pengurusan sisa
pepejal
pesticides –
pestisid species
 extinction –
kepupusan spesis
toxin – toksin

THEME: MATTER IN NATURE

LEARNING AREA: 1.0 WATER AND SOLUTION

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING OUTCOMES CCTS NOTES VOCABULARY

LEARNING ACTIVITIES

1.1 Analysing the physical Carry out activities to
characteristics of water. determine the following:
the freezing point of water,
the boiling point of water.
Carry out an activity to
14
observe the effects of
impurities on the physical
(11 APRIL –
characteristics of water.
15 APRIL)
A student is able to:
• state the meaning of the
freezing point of water,
• state the meaning of the
boiling point of water,
• describe the physical
characteristics of water,
• explain through example
the effects of impurities on
the physical characteristics
of water
boiling point – takat
didih
Attributing, freezing point – takat
analysing, making beku
inference, making impurities –
hypotheses, making bendasing inference
conclusion – inferens
physical
characteristics –
ciri-ciri fizikal

1.2 Analysing the composition Carry out an electrolysis to A student is able to: The ionic theory anode – anod
of water. determine the ratio of on electrolysis is cathode – katod
hydrogen to oxygen in a • determine the composition Analysing, not needed. composition –
molecule of water. of water, synthesising Understanding that komposisi
• test the presence of hydrogen is ionic theory – teori
hydrogen and oxygen. discharged at the ionik
cathode and oxygen electrolysis –
at the anode is elektrolisis
adequate. The ratio discharge – terhasil
15 of gases is required.

(18 APRIL –
22 APRIL) 1.3 Analysing the process of Carry out experiments to
evaporation of water. study the factors affecting
the rate of evaporation of
water i.e. humidity, the
temperature of the
surrounding, surface area
and the movement of air.
Discuss the factors affecting
the rate of evaporation in
A student is able to: agricultural product –
Attributing, relating, The Kinetic Theory hasil pertanian
• explain what evaporation analysing, should be evaporation –
is, synthesising, introduced. penyejatan
• explain through examples compare and evaporation of water
the factors that affect the contrast, visualising – penyejatan air
rate of evaporation of humidity –
water with reference to the kelembapan
Kinetic Theory, movement of air –
pergerakan udara
 relation to the kinetic theory.
Discuss the similarities and
differences between
evaporation and boiling.
Gather information on
evaporation process and its
application in daily life.i.e.
drying of clothes,
preservation of agricultural
products and processing of
food.
1.4 Analysing solution and Discuss the differences
solubility. between solute, solvent and
solution.
Carry out activities to
prepare a dilute solution, a
concentrated solution and a
saturated solution.
Discuss the similarities and
differences between dilute
solution, concentrated
solution and saturated
solution.
Carry out activities to
16
illustrate the differences
between a solution and a
(25 APRIL –
suspension.
29 APRIL)
Carry out experiments to
determine the factors
affecting the solubility of a
solute.
• Nature of solvent,
• Nature of solute,
• Temperature.
Carry out experiment to
determine the factors
affecting the rate of
dissolving:
• temperature,
• rate of stirring,
• size of solute
particle.
• compare and contrast
between evaporation and
boiling,
• describe the application of
the evaporation of water in
daily life.
A student is able to:
• explain what solute,
solvent and solution are,
• contrast and compare
between dilute solution,
concentrated and
saturated solution,
• explain what suspension
is,
• explain what solubility is,
• explain the factors
affecting the solubility of
solutes in water,
• explain the importance of
water as a universal
solvent in life,
• give examples on the uses
of organic solvents in our
everyday life.
preservation –
pengawetan
processing of food –
pemprosesan
makanan
rate of evaporation –
kadar penyejatan
surface area – luas
permukaan
temperature of the
surrounding – suhu
sekeliling
Introduce insoluble concentrated solution
sediments are – larutan pekat
Attributing, known as residue. dilute solution –
analysing, larutan cair
synthesising, nature of solute –
compare and jenis zat pelarut
contrast, making nature of solvent –
generalisation, jenis pelarut
relating organic solvent –
pelarut organik
Generating ideas, residue – baki/sisa
making inference, suspension – bahan
making hypotheses, terampai
making conclusion, saturated solution –
relating, predicting larutan tepu
sediment – bahan
mendapan
solubility – kelarutan
solute – zat pelarut
Visualising, relating solution – larutan
solvent – pelarut
Generating ideas, universal solvent –
synthesising, pelarut universal
relating volume of solvent –
isipadu pelarut
Discuss the importance of
water as a universal solvent
in life.

Gather information on the

application of organic
solvents in daily life.
 1.5 Analysing acid and alkali. Carry out activities to study: A student is able to: Caution: active metal – logam
aktif
• the properties of • identify the properties of Attributing, relating, Chemicals in the alkaline substance –
acid in terms of pH acid, identify the properties synthesising laboratory should bahan beralkali
value, taste, corrosive of alkali, not be tasted. concentration –
nature, effect on litmus • state that acid and alkali Visualising, kepekatan
paper, reaction with only show their properties generating ideas, Use only dilute acid concentrated acid –
metals such as in the presence of water, relating, making and dilute alkali. asid pekat
magnesium and zinc, • explain through examples general conclusion concentrated alkali –
• the characteristics the definition of acid and Do not use active alkali pekat
of alkali in terms of pH alkali, metals such as corrosive –
value, taste, corrosive • identify the substances Potassium and mengkakis
nature, effect on litmus which are acidic or alkaline Generating ideas, Sodium in the dilute acid – asid cair
paper, in everyday life, relating reaction with acid. dilute alkali – alkali
• carry out a • state the uses of acid and cair
discussion to define alkali in daily life, equation in words –
acid and alkali persamaan
• explain the meaning of
operationally. Visualising, perkataan
neutralisation,
analysing, hydrochloric acid –
• write an equation in words
17 Carry out activities to synthesising asid hidroklorik
to describe the
determine the acidic and litmus paper – kertas
neutralisation process,
(2 MEI – alkaline substances in daily Relating, visualising litmus
6 MEI) • explain through examples metal – logam
life. the uses of neutralisation neutralization –
in daily life. peneutralan
Gather information on the
usage of acid and alkali in operational definition
everyday life such as in – definisi secara
agriculture and industry. operasi
Discuss on the meaning of potassium – kalium
neutralisation. sodium – natrium
sodium hydroxide –
Carry out an activity natrium hidroksida
to show neutralisation using
the hydrochloric acid and
sodium hydroxide of the
same concentration.

Discuss the application of

neutralisation in daily life e.g.
using shampoo and
conditioner and, insect bite.

Week 18
(28 MAY – 12 JUN)
CUTI PERTENGAHAN TAHUN
 1.6 Analysing the methods of Make a visit to a water A student is able to: The latest boiling – pendidihan
water purification. purification site. developments in chlorination –
• list the natural sources of Generating ideas, water purification pengklorinan
Brainstorming on the water, analysing, relating, e.g. ultra-violet distillation –
following: • state the reasons for water compare and treatment can be penyulingan
natural resources of water, purification, contrast discussed. filtration – penurasan
the reasons for water • describe the various types natural resources –
purification. of water purification, sumber semula jadi
• compare the strengths and water purification site
Discuss the various types of weaknesses of the various – loji pembersihan air
water purification such as types of water purification.
filtration, boiling, chlorination
and distillation. Carry out
activities to study the various
21
types of water purification
such as filtration, boiling and
(13 JUN –
distillation.
17 JUN)
Pupils present their findings
to discuss the strengths and
weaknesses of the various
types of water purification.

1.7 Analysing the water supply
system.
Make a visit to a water A student is able to: domestic uses –
processing plant to study the penggunaan
water supply system and • describe how the water Analysing, domestik
stages involved in water supply system works, synthesising usage of water –
purification. • explain ways to save penggunaan air
water. water supply system
Discuss the ways to save Generating ideas, – sistem bekalan air
water. Do a project on how relating
much water the average
household uses.

1.8 Understanding the Collect and interpret data on A student is able to: construction –
preservation of water types of water pollutants pembinaan
quality. which include: • give examples of water Analysing, deforestation –
• industrial waste pollutants, evaluating , relating, penebangan hutan
such as chemical and • explain the effect of water synthesising domestic waste –
22
radioactive residues, pollution on living things, bahan buangan
• domestic waste • explain ways to control domestik
(20 JUN-
such as garbage and water pollution, fertiliser – baja
24 JUN)
sewage, • explain ways to preserve garbage – sampah-
water and its quality. sarap

• chemicals from the Generating ideas, industrial waste –

agricultural activities synthesising, bahan buangan
such as fertilisers and making industri
pesticides, generalisation pesticide – pestisid
 • siltation caused by preservation –
constructions and pemeliharaan
deforestation, radioactive residue –
• accidental spillage sisa radioaktif
from tankers. siltation –
pengelodakan
Conduct discussion on the sewage – sisa /
effect of water pollution on bahan kumbahan
living things. water pollutant –
bahan cemar air
Generate ideas on ways to
control water pollution.

Discuss ways to conserve

and preserve water and its
quality. Run a campaign on
‘Love Our Rivers’.

LEARNING AREA: 2. AIR PRESSURE

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING OUTCOMES CCTS NOTES VOCABULARY

LEARNING ACTIVITIES

2.1 Understanding air pressure. Carry out an activity to
discuss the kinetic theory of
gases.
23
Carry out an activity to show
(27 JUN – that air exerts pressure.
1 JULAI)
Carry out activities to show
the factors affecting air
pressure, i.e. volume and
temperature.
A student is able to : air pressure –
tekanan udara
• explain the existence of Attributing, relating, appliances –
air pressure with reference making inferences, peralatan
to the Kinetic Theory, making hypotheses, existence –
• explain the factors making conclusion, kewujudan
affecting air pressure. making temperature – suhu
generalisasion, volume – isipadu
predicting

2.2 Applying the principle of air Collect and interpret data on
pressure in daily life. appliances that use the
principle of air pressure.
Gather information and
discuss the application of air
24
pressure in syringe, siphon,
(4 JULAI –
spraying pump and drinking
A student is able to: syringe – picagari
Generating ideas, siphon – sifon
• explain with examples relating, making spray – penyembur
things that use the generalisasion drinking straw –
principle of air pressure, penyedut minuman
• generate ideas to solve blockage –
problems using the Caution: tersumbat
principle of air pressure, gas under high
• relate the safety measures Do not place tank pressure – gas di
containing gas bawah tekanan tinggi
 8 JULAI) straw. taken when using gas under high pressure safety measures –
under high pressure. near heat. langkah keselamatan
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.

WEEK 26
TEST 2

THEME: FORCE AND MOTION

LEARNING AREA: 1. DYNAMICS

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING OUTCOMES CCTS NOTES VOCABULARY

LEARNING ACTIVITIES

1.1 Understanding force. Carry out activities to show
pushing and pulling are
forces.
27
Carry out activities to show
(25 JULAI – the effects of force (changes
29 JULAI) in shape, position, speed
and direction).
Carry out activities to show
different types of forces
(frictional, gravitational,
electrostatic and magnetic
force).
A student is able to: electrostatic force –
daya elektrostatik
• state that a force is a push Attributing, relating, frictional force –
or a pull, predicting daya geseran
• explain the effects of gravitational force –
forces, daya graviti
• explain the various types magnetic force –
of forces. daya magnetik
speed – kelajuan
Analysing,
synthesising

1.2 Understanding the Discuss the unit of force and A student is able to:
measurement of force. the principle of a spring Visualising, magnitude –
28 balance. • state the unit of force. attributing, analysing magnitud
• explain how a spring spring balance –
(1 OGOS – Carry out activity to measure neraca spring
 5 OGOS) the magnitude of force.
1.3 Application of frictional Discuss with examples to
force. show the existence of
frictional force.
Carry out activities to identify
the direction of frictional
force and measure the
magnitude of the force.
Carry out an experiment to
show how different types of
29 surfaces affect the
magnitude of frictional force.
(8 OGOS –
12 OGOS) Gather information and
discuss the advantages and
disadvantages of friction.
Carry out activities on ways
to
increase friction,
reduce friction.
Discuss the application of
increasing and decreasing
friction in our daily life.
1.4 Understanding work. Discuss with examples to
show work done when an
object is moved by a force.
Carry out activities to
determine the work done by
30 using:
Work (J) = Force (N) X
(15 OGOS – Distance (m)
19 OG0S)
1.5 Understanding power. Carry out activities to
determine power by using:
Power (W) =
Work (J)
balance works.
• measure the magnitude of
force.
A student is able to: Ignore static Existence –
frictional force. kewujudan
• explain with example the Attributing, surface – permukaan
existence of frictional visualising
force,
• state the direction and the
magnitude of frictional
force,
• carry out an experiment to Making inference,
show how different types making hypotheses,
of surfaces affects making conclusion,
frictional force, predicting
• explain the advantages
and disadvantages of
friction,
• explain ways to increase
friction.
• explain ways to reduce
friction,
• explain with examples the
application of friction in
daily life.
A student is able to:
• explain with examples how Attributing, relating
work is done,
• state the unit for work,
• calculate the work done.
A student is able to: power – kuasa
• state the meaning of Attributing, relating
power,
 Time (s) • state the unit for power,
• calculate the power on
the work done.

1.5 Appreciating the importance Create an activity to show A student is able to: sketch – lakaran
of force in life. how life would be without skit – sketsa
force, e.g. in a poster, a • describe life if force does Visualising, relating
sketch or skit. not exist.

LEARNING AREA: 2. SUPPPORT AND MOVEMENT

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING OUTCOMES CCTS NOTES VOCABULARY

LEARNING ACTIVITIES

2.1 Understanding the support Gather information and A student is able to: For invertebrates aquatic – akuatik
system in animals. discuss the various support introduce buoyancy –
systems in • explain the various support Attributing, relating, exoskeleton, keapungan
land and aquatic vertebrates, systems in vertebrates and compare and contrast endoskeleton, chitin – kitin
31 land and aquatic invertebrates, hydrostatic. cuticle – kutikel
invertebrates. • compare and contrast the exoskeleton –
(22 OGOS – support system between eksoskeleton
26 OGOS) land and aquatic hydrostatic –
vertebrates, hidrostatik
• compare and contrast the shell – cangkerang
support system between skeletal system –
land and aquatic sistem rangka
invertebrates. support system –
sistem sokongan

2.2 Understanding the support Carry out activities to study A student is able to: Introduce woody,
system in plants. the various support systems non-woody plants
32 in plants. • explain the various support Attributing,
systems in plants, visualising, grouping
(5 SEP – Carry out activities to classify • classify plants based on and classifying
9 SEP) plants based on their support their support systems.
systems.

2.3 Appreciating the support Discuss issues eg: A student is able to: crippled – tempang
system in living things. inability –
33 a) inability of whales to • explain why support Analysing, making ketidakupayaan
move back to the sea system is important to generalisation
 (12 sep – after being washed to living things.
16 sep) shore,
b) a crippled person
using cruthes for
support.

THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

LEARNING AREA: 1. STABILITY

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING OUTCOMES CCTS NOTES VOCABULARY

LEARNING ACTIVITIES

1.1 Understanding that the Carry out activities to find
centre of gravity affects the point of equilibrium in
stability. regular and irregular shapes.
34 Carry out an experiment to
find out how the center of
(19 SEP – gravity affects the stability of
23 SEP) an object by manipulating
the
height,
base area.
A student is able to:
• determine the point of
equilibrium in regular and
irregular shapes,
• relate the point of
equilibrium as the centre
of gravity of objects,
• relate the centre of gravity
to the stability of objects.
Analysing, relating,
base area – luas
tapak
center of gravity –
pusat gravity
height – ketinggian
manipulating –
mengubah
point of equilibrium –
titik keseimbangan
stability – kestabilan

Discuss the relationship

between the centre of gravity
to stability.

1.2 Appreciating the importance Carry out a brain storming
of stability. session on ways to improve
stability.
35 Carry out activities like
projects or games to build
(26 SEP – models by applying the
30 SEP) concept of stability.
A student is able to:
• suggest ways to improve Generating ideas,
the stability of objects relating
around them,
• explain with examples the
application of stability in
life.

LEARNING AREA: 2. SIMPLE MACHINE

WEEK LEARNING OBJECTIVES SUGGESTED LEARNING OUTCOMES CCTS NOTES VOCABULARY

LEARNING ACTIVITIES
 2.1 Analysing lever. Discuss that the lever A student is able to: When we open force – daya
enables us to: the door or use a lever – tuas
a) change a small • list things around them Generating ideas, wrench to loosen perpendicular
force into a big that use the principle of relating, analysing, a nut, we are distance – jarak
36 force, synthesising applying a force tegak
the lever,
(3 OCT – b) change a small that causes a
• state what a lever can do,
7 OCT) movement into a turning effect to
• identify load, force and
large movement, accomplish the
fulcrum in the lever,
c) state that the desired task. The
classify levers,
moment of force = Attributing, relating, turning effect is
• explain what is meant by
force X grouping and called the
the moment of a force,
perpendicular classifying moment of a
distance from pivot • solve problems related to force.
to force. levers.
Relating, synthesising
Make an observation to
identify the load, force and
fulcrum then classify them
into first, second and third
class levers.

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)

37 2.2 Appreciating the innovative Carry out a project to build a A student is able to: design – reka
efforts in the design of device using the principles of innovative – inovatif
(11 OCT – machine to simplify work. a lever. • design or improvise a Visualising, relating,
device using the principle inventing
15 OCT)
of a lever.