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:: Science Yearly Plan Form 2 ::

SMK MENJALARA
BANDAR MENJALARA
52100 KEPONG, KUALA LUMPUR

YEARLY PLAN 2015


SCIENCE
FORM 2

PROVIDED BY
NORLIZA IBRAHIM

:: Science Yearly Plan Form 2 ::

THEME: MANAGEMENT AND CONTINUITY OF LIFE


LEARNING AREA: CHAPTER 1 - THE WORLD THROUGH OUR SENSES
Week
1

Date
12/1/15 16/1/15

19/1/15 23/1/15

26/1/15 30/1/15

2/2/15 6/2/15

9/2/15 13/2/15

16/2/15 - 20/2/15

Learning Objectives
1.1
Understanding the sensory
organs and their functions.

Learning Outcomes
A student is able to:
(a) identify and relate a sensory organ to its stimulus,
(b) state the pathway from stimulus to response.

1.2
Understanding the sense of
touch.

A student is able to:


(a) identify the structure of the human skin involved in stimuli
detection,
(b) state the function of different receptors pressure, heat, pain,
(c) draw conclusion on the sensitivity of the skin at different parts of
the body towards stimuli.

1.3
Understanding the sense of
smell.

A student is able to:


(a) identify the structure of the nose,
(b) identify the position of the sensory cells in the detection of smell.

1.4
Understanding the sense of
taste.

A student is able to:


(a) identify the different areas of the tongue that respond to different
taste,
(b) relate the sense of taste with the sense of smell.

1.5
Understanding the sense of
hearing.

A student is able to:


(a) identify the structure of the human ear,
(b) explain the function of the different parts of the ear,
(c) describe how we hear.

1.6
Understanding the sense of
sight.

A student is able to:


(a) identify the structure of the human eye,
(b) explain the functions of different parts of the eye,
(c) describe how we see.

1.7
Understanding light and sight.

A student is able to:


(a) describe the properties of light i.e. reflection and refraction,
(b) state the various defects of vision,
(c) explain ways to correct vision defects,
(d) state and give examples of the limitations of sight,
(e) connect stereoscopic and monocular visions with the survival of
animals,
(f) identify the appropriate device to overcome the limitations of
sight.
CUTI TAHUN BARU CINA

Assessment Evidences
Band 4

Remarks
I-Think (Flow Map)
HOTS

I-Think (Flow Map)

HOTS

Band 2

I-Think (Flow Map)

Band 2

I-Think (Flow Map)

Band 2
Band 4

HOTS

:: Science Yearly Plan Form 2 ::

23/2/15 27/2/15

2/3/15 6/3/15

1.8
Understanding sound and
hearing.

A student is able to:


(a) describe the properties of sound,
(b) explain the reflection and absorption of sound,
(c) explain the defects of hearing,
(d) explain ways of rectifying the defects in hearing,
(e) state the limitations of hearing,
(f) state the device used to overcome the limitations of hearing,
(g) explain stereophonic hearing.

1.9
Understanding the stimuli and
responses in plants.

A student is able to:


(a) state the stimuli that cause response in plants,
(b) identify the parts of plants sensitive to specific stimulus,
(c) relate the response in plants to their survival.

9/3/15 13/3/15

UJIAN 1

16/3/15 20/3/15

CUTI PERTENGAHAN PENGGAL 1

Band 4

HOTS

Band 5

HOTS

THEME: MANAGEMENT AND CONTINUITY OF LIFE


LEARNING AREA: CHAPTER 2 - NUTRITION
Week
10

11

Date
23/3/15 27/3/15

30/3/15 3/4/15

Learning Objectives
2.1
Analysing the classes of food.

Learning Outcomes
A student is able to:
(a) explain through examples the classes of food,
(b) state the function of each class of food,
(c) test for starch, glucose, protein and fats.

2.2
Evaluating the importance of
a balanced diet.

A student is able to:


(a) state what a balanced diet is,
(b) state the factors that must be considered when planning a
balanced diet,
(c) explain how the factors affect a balanced diet,
(d) state the quantity of energy in each gram of carbohydrate, protein
and fats,
(e) estimate the calories of food taken in a meal,
(f) plan a balanced diet.

2.3
Understanding the digestive
system in man.

A student is able to:


(a) explain what digestion is,
(b) identify the parts of the digestive system,
(c) describe the flow of food particles in the alimentary canal,
(d) state the functions of the organs in the digestive system,
(e) describe the process of digestion in the alimentary canal,

Assessment Evidences
Band 2
Band 4

Remarks
I-Think (Tree Map)
HOTS

I-Think (Bubble Map)

Band 3

I-Think (Circle Map)


I-Think (Flow Map)

:: Science Yearly Plan Form 2 ::

(f) list the end products of digestion of carbohydrate, protein and


fats.
12

6/4/15 10/4/15

2.4
Understanding the process of
absorption of digested food.

A student is able to:


(a) explain the process of absorption of the products of digestion,
(b) make inference about the absorption of glucose through a Visking
tube.

2.5
Understanding the
reabsorption of water and
defecation.

A student is able to:


(a) state how water is reabsorbed in the large intestine,
(b) explain defecation,
(c) relate the problem of defecation with eating habits.

2.6
Put into practice
the habits of healthy eating.

A student is able to:


(a) justify the importance of eating nutritious food,
(b) put into practice the habits of healthy eating,
(c) justify the generous distribution of food to the
underprivileged/needy,
(d) relate the dining culture of different people to sensitivities and
religious beliefs.

Band 5

HOTS

Band 3

Band 6

HOTS

THEME: MAN AND THE VARIETY OF LIVING THINGS


LEARNING AREA: CHAPTER 3 - BIODIVERSITY
Week
13

Date
13/4/15 17/4/15

Learning Objectives
3.1
Understanding variety of
living organisms and their
classification.

Learning Outcomes
A student is able to:
(a) explain the diversity of living organisms in a habitat,
(b) classify various animals based on common characteristics,
(c) classify various plants based on common characteristics,
(d) explain the importance of biodiversity to the environment.

Assessment Evidences
Band 3

Remarks
I-Think (Tree Map)
I-Think (Bubble Map)

THEME: MAN AND THE VARIETY OF LIVING THINGS


LEARNING AREA: CHAPTER 4 - INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
Week
14

Date
20/4/15 24/4/15

Learning Objectives
4.1
Analysing the
interdependence among living
organisms.

Learning Outcomes
A student is able to:
(a) state what species, population and community are,
(b) state what habitat and ecosystem are,
(c) identify various habitats in one ecosystem,
(d) explain through examples the interdependence among living

Assessment Evidences
Band 2

Remarks

:: Science Yearly Plan Form 2 ::

organisms and the environment to create a balanced ecosystem

15

16

17

18

27/4/15 1/5/15

4/5/15 8/5/15

11/5/15 15/5/15

18/5/15 22/5/15

4.2
Evaluating the interaction
between living organisms.

A student is able to:


(a) list the types of interactions between living organisms,
(b) explain with examples the interactions between living organisms,
(c) justify the importance of interaction between living organisms
and the environment,
(d) explain through examples the advantages and disadvantages of
biological control in regulating the number of pest in certain
areas.

4.3
Synthesizing food web.

A student is able to:


(a) explain what producers, consumers and decomposers are,
(b) combine a few food chains to construct a food web,
(c) identify the producer, consumer and decomposer in a food web,
(d) construct a pyramid number from a food chain,
(e) relate the food web and the pyramid number to energy flow,
(f) predict the consequences if a certain component of living
organisms in the ecosystem is missing.

4.4
Analysing photosynthesis.

A student is able to:


(a) state what photosynthesis is,
(b) state the factors required for photosynthesis,
(c) state the products of photosynthesis,
(d) control the variables that are required for photosynthesis,
(e) explain the role of photosynthesis in maintaining a balanced
ecosystem.

4.5
Evaluating the importance of
conservation and preservation
of living organisms.

A student is able to:


(a) explain what conservation and preservation are,
(b) explain the steps taken to preserve and conserve living
organisms,
(c) justify the importance of conservation and preservation
of living organisms,
(d) support activities organised by various parties to preserve and
conserve the living organisms.

4.6
Evaluating the role of man in
maintaining the balance in
nature.

A student is able to:


(a) explain the effects of human activities on the balance in nature,
(b) describe how man solves problems related to environment,
(c) justify that human need a stable, productive and balanced
ecosystem.
PENTAKSIRAN PERTENGAHAN TAHUN PBS

Band 3
Band 6

I-Think (Tree Map)


HOTS

Band 2
Band 3

I-Think (Flow Map)


HOTS

Band 4
Band 5
Band 6

HOTS

Band 2

HOTS

:: Science Yearly Plan Form 2 ::

19

25/5/15 29/5/15
1/6/15 5/6/15

CUTI PERTENGAHAN TAHUN

8/6/15 12/6/15

THEME: MATTER IN NATURE


LEARNING AREA: CHAPTER 5 - WATER AND SOLUTION
Week
20

21

22

Date
15/6/15 19/6/15

22/6/15 26/6/15

29/6/15 3/7/15

Learning Objectives
5.1
Analysing the physical
characteristics of water.

Learning Outcomes
A student is able to:
(a) state the meaning of the freezing point of water,
(b) state the meaning of the boiling point of water,
(c) describe the physical characteristics of water,
(d) explain through examples the effects of impurities on the
physical characteristics of water.

5.2
Analysing the composition of
water.

A student is able to:


(a) determine the composition of water,
(b) test the presence of hydrogen and oxygen.

5.3
Analysing the
process of
evaporation of
water.

A student is able to:


(a) explain what evaporation is,
(b) explain through examples the factors that affect the rate of
evaporation of water with reference to the Kinetic Theory,
(c) compare and contrast between evaporation and boiling,
(d) describe the application of the evaporation of water in daily life.

5.4
Analysing solution and
solubility.

A student is able to:


(a) explain what solute, solvent and solution are,
(b) contrast and compare between dilute solution, concentrated
and saturated solution,
(c) explain what suspension is,
(d) explain what solubility is,
(e) explain the factors affecting the solubility of solutes in water,
(f) explain the importance of water as a universal solvent in life,
(e) give examples on the uses of organic solvents in our everyday
life.

5.5
Analysing acid and alkali.

A student is able to:


(a) identify the properties of acid,

Assessment Evidences

Remarks

Band 1
Band 4

I-Think (Bubble Map)


HOTS

Band 4

HOTS

Band 5

I-Think (Double Bubble


Map)
HOTS

Band 2
Band 4
Band 5

I-Think (Bubble Map)


HOTS

Band 4

I-Think (Circle Map)

:: Science Yearly Plan Form 2 ::

(b) identify the properties of alkali,


(c) state that acid and alkali only show their properties in the
presence of water,
(c) explain through examples the definition of acid and alkali,

HOTS

(d) identify the substances which are acidic or alkaline in everyday


life,
(e) state the uses of acid and alkali in daily life,
(f) explain the meaning of neutralisation,
(g) write an equation in words to describe the neutralisation
process,
(h) explain through examples the uses of neutralisation in daily life.
23

24

6/7/15 10/7/15

5.6
Analysing the methods of
water purification.

A student is able to:


(a) list the natural sources of water,
(b) state the reasons for water purification,
(c) describe the various types of water purification,
(d) compare the strengths and weaknesses of the various types of
water purification.

5.7
Analysing the water supply
system.

A student is able to:


(a) describe how the water supply system works,
(b) explain ways to save water.

5.8
Understanding the
preservation of water quality.

A student is able to:


(a) give examples of water pollutants,
(b) explain the effect of water pollution on living things,
(c) explain ways to control water pollution,
(d) explain ways to preserve water and its quality.

13/7/15 17/7/15

Band 3

I-Think (Bubble Map)


I-Think (Tree Map)

Band 3

I-Think (Flow Map)

Band 6

HOTS

CUTI HARI RAYA PUASA

THEME: MATTER IN NATURE


LEARNING AREA: CHAPTER 6 - AIR PRESSURE
Week
25

Date
20/7/15 24/7/15

Learning Objectives
6.1
Understanding air pressure.

Learning Outcomes
A student is able to :
(a) explain the existence of air pressure with reference to the
Kinetic Theory,
(b) explain the factors affecting air pressure.

6.2
Applying the principle of air

A student is able to:


(a) explain with examples things that use the principle of air

Assessment Evidences

Remarks

Band 4

I-Think (Bubble Map)


HOTS

Band 4

HOTS

:: Science Yearly Plan Form 2 ::

pressure in daily life.

pressure,
(b) generate ideas to solve problems using the principle of air
pressure,
(c) relate the safety measures taken when using gas under high
pressure.

THEME: FORCE AND MOTION


LEARNING AREA: CHAPTER 7 - DYNAMICS
Week
26

27

Date
27/7/15 31/7/15

3/8/15 7/8/15

Learning Objectives
7.1
Understanding force.

Learning Outcomes
A student is able to:
(a) state that a force is a push or a pull,
(b) explain the effects of forces,
(c) explain the various types of forces.

7.2
Understanding the
measurement of force.

A student is able to:


(a) state the unit of force,
(b) explain how a spring balance works,
(c) measure the magnitude of force.

7.3
Application of frictional
force.

A student is able to:


(a) explain with example the existence of frictional force,
(b) state the direction and the magnitude of frictional force,
(c) carry out an experiment to show how different types of surfaces
affect frictional force,
(d) explain the advantages and disadvantages of friction,
(e) explain ways to increase friction,
(f) explain ways to reduce friction,
(g) explain with examples the application of friction in daily life.

7.4
Application of work.

A student is able to:


(a) explain with examples how work is done,
(b) state the unit of work,
(c) calculate the work done.

7.5
Application of power.

A student is able to:


(a) state the meaning of power,
(b) state the unit of power,
(c) calculate power on the work done.

7.6
Analysing the importance of
force in life.

A student is able to:


(a) describe how life will be if force does not exist.

Assessment Evidences
Band 4

Remarks
I-Think (Bubble Map)
HOTS

Band 1

Band 5

I-Think (Bubble Map)


HOTS

Band 4

HOTS

Band 4

HOTS

:: Science Yearly Plan Form 2 ::

THEME: FORCE AND MOTION


LEARNING AREA: CHAPTER 8 - SUPPPORT AND MOVEMENT
Week
28

Date
10/8/15 14/8/15

Learning Objectives
8.1
Understanding the support
systems in animals.

Learning Outcomes
A student is able to:
(a) explain the support system in vertebrates and the various support
systems in invertebrates,
(b) compare and contrast the support system between land and
aquatic vertebrates,
(c) compare and contrast the support system between land and
aquatic invertebrates.

8.2
Understanding the support
systems in plants.

A student is able to:


(a) explain the various support systems in woody and non woody
plants,
(b) classify plants based on their support systems.

8.3
Appreciating the support
system in living things.

A student is able to:


(a) justify the importance of the support system to living things.

Assessment Evidences

Remarks

Band 3

I-Think (Tree Map)


I-Think (Double Bubble
Map)

Band 4

I-Think (Tree Map)


HOTS

THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY


LEARNING AREA: CHAPTER 9 - STABILITY
Week
29

Date
17/8/15 21/8/15

Learning Objectives
9.1
Understanding that the centre
of gravity affects stability.

Learning Outcomes
A student is able to:
(a) determine the point of equilibrium in regular and irregular shapes,
(b) relate the point of equilibrium as the centre of gravity of objects,
(c) relate the centre of gravity to the stability of objects,
(d) determine the factors affecting the stability of object.

9.2
Appreciating the importance
of stability.

A student is able to:


(a) suggest ways to improve the stability of objects around them,
(b) explain with examples the application of stability in life.

Assessment Evidences

Remarks

Band 4
Band 5

I-Think (Bubble Map)


HOTS

Band 6

HOTS

:: Science Yearly Plan Form 2 ::

THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY


LEARNING AREA: CHAPTER 10 - SIMPLE MACHINE
Week
30

Date
24/8/15 28/8/15

31

31/8/15 4/9/15

32

7/9/15 11/9/15

33

14/9/15 18/9/15

Learning Objectives
10.1
Analysing levers.

Learning Outcomes
A student is able to:
(a) list things around them that use the principle of the lever,
(b) state what a lever can do,
(c) identify load, force and fulcrum in the lever,
(d) classify levers,
(e) explain what is meant by the moment of a force,
(b) solve problems related to levers.

10.2
Appreciating the innovative
efforts in the design of
machine to simplify work
.

A student is able to:


(a) design or improvise a device that use the principle of a lever.

Assessment Evidences

Remarks

Band 1
Band 2
Band 3
Band 4

I-Think (Circle Map)


I-Think (Tree Map)
HOTS

Band 6

HOTS

ULANGKAJI / MELENGKAPKAN PENTAKSIRAN SEKOLAH (PS)

21/9/15 25/9/15

CUTI PERTENGAHAN PENGGAL 2

34

28/9/15 2/10/15

ULANGKAJI / MELENGKAPKAN PENTAKSIRAN SEKOLAH (PS)

35

5/10/15 9/10/15

PENTAKSIRAN AKHIR TAHUN PBS

36

12/10/15 16/10/15

37

19/10/15 23/10/15

38

26/10/15 30/10/15

PERBINCANGAN DAN PEMBETULAN PENTAKSIRAN AKHIR TAHUN PBS /


MELENGKAPKAN PENTAKSIRAN SEKOLAH (PS)

:: Science Yearly Plan Form 2 ::

39

2/11/15 6/11/15

40

9/11/15 13/11/15

41

16/11/15 19/11/15
21/11/15 31/12/15

CUTI BERGILIR SPM / AKTIVITI BERSAMA PELAJAR

CUTI AKHIR TAHUN