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Yearly Scheme of Work for Form Two Science 2010 ........

Yearly Scheme of Work for Form Two Science 2010 ........

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Published by: Jejidid Chee on Jul 06, 2011
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YEARLY SCHEME OF WORK FOR FORM TWO SCIENCE 2011

(b) blind-spot. • identify the position of the sensory cells in the detection of smell. (h) refraction of light between two mediums of different density Collect information about the types of defects of vision and the contribution/use of technology to rectify them.DATE 4/1/1010/1/10 (week 1) LEARNING AREA/ LEARNING OBJECTIVES THEME: MANAGEMENT AND CONTINUITY OF LIFE 1. Discuss what happens in our body after a stimulus is detected Carry out activities to study the following: (a) structure of the human skin involved in stimuli detection (b) sensitivity of the skin at different pans of the body towards stimuli Discuss the sensitivity of the skin in connection to the following situations: (a) receiving an injection. Discuss the function of each part of the ear. Carry out activities to investigate the following: (a) optical illusion.6 Understanding the sense of sight Examine the cow eye or model of a human eye.4 Understanding the sense of taste.2 Understanding the sense of touch LEARNING OUTCOMES ACTIVITIES A student is able to: • identify and relate a sensory organs to its stimulus. refraction. heat. Discuss the connection between stereoscopic vision and monocular vision with the survival of animals.Brain -Nerves –Response A student is able to: • identify the structure of the human skin involved in stimuli detection • state the function of different receptors pressure. . • state the various defects of vision. • describe how we hear. The World Through Our Senses 1. Discuss what astigmatism is and the way to correct it. • connect stereoscopic and monocular visions with the survival of animals • identify the appropriate device to overcome the imitations of sight. • state the pathway from stimulus to response: Stimulus . the sensory organs and the stimuli. • describe how we see. student is able to: • identify the different areas of the tongue that respond to different tastes • relate the sense of taste with the sense of smell A student is able to: • identify the structure of the human ear. Collect information on structure and function of each part of the eye.Nerves . Discuss the structure of the nose and the position or the sensory cells using models. A student is able to: • identify the structure of the nose. Carry out activity to show what short sightedness and long sightedness are and how to correct them. pain • draw conclusion on the sensitivity of the skin at different parts of the body towards stimuli.7 Understanding light and sight. 11/1/1017/1/10 (week 2) 1. Gather information about the device to overcome the limitation of sight. Discuss the hearing mechanism. Carry out activities to make connection between the sense.Sensory organs. Carry out activities to find tow taste is related to smell Observe and identify the structure of the human ear. • explain ways to correct vision defects. Discuss how we see 18/1/1024/1/10 (week 3) I.5 Understanding the sense of hearing 1. A student is able to: • describe the properties of light i. computer software and other teaching aids. • state and give examples or the limitations of sight. Carry out activities to study: (a) reflection of light. 1. • explain the functions of different parts of the eye.e.3 Understanding the sense of smell. reflection. Carry out activities to detect the different areas of the tongue that respond to different tastes. charts. A student is able to: • identify the structure of the human eye. 1. (b) using Braille. • explain the function of the different part of the ear.1 Understanding the sensory organs and their functions 1.

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