SM ALL SAINTS KOTA KINABALU

YEARLY LESSON PLAN 2018

SCIENCE KSSM FORM 2

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
Theme 1: MAINTENANCE AND CONTINUITY OF LIFE
Learning area: 1.0 Biodiversity
W2 1.1 Diversity A student is able to: Carry out a ​multimedia presentation​ to discuss:
8/1/2018 of organism 1.1.1 Elaborate and communicate  The definition of biodiversity.
– about biodiversity.  How biodiversity exists.
 The importance of biodiversity in terms of:
14/1/2018
- sources of food,
- balanced in nature,
- generating economy such as recreation, tourism,
biotechnology, medicine, industrial raw materials.
1 -Recall the knowledge and science - ecological sources.
skills on biodiversity. - education.
2-Understand and explain biodiversity.  Malaysia as one of the 12 mega-biodiversity countries
3-Apply knowledge on biodiversity and in the world needs to be preserved
able to carry out simple tasks
1.1.2 Justify the needs to manage 4-Analyse knowledge on biodiversity in Carry out ​activities​ to discuss:
biodiversity effectively. context of problem solving on events or  The effects of human activities on biodiversity,
natural phenomena.  The methods to conserve and preserve biodiversity
5-Evaluate knowledge of biodiversity in including endemic and endangered species.
context of problem solving and decision
making to carry out a task.
1.2 1.2.1 Differentiate organisms using a Carry ​out activities to construct the dichotomous key and
6-Design a task using knowledge and
Classification of dichotomous key based on common classify organisms based on common characteristics.
science skills on biodiversity in a
organisms characteristics. Notes:
creative and innovative way in the
Animal: Vertebrate and invertebrate, Mammal,
context of problem solving and decision
Reptile,Fish, Bird and Amphibian.
making or carry out a task in a new
Plant: Flowering plant, Non-flowering plant,
situation with regards to the social
Monocotyledon and Dicotyledon.
values/economy/culture of the
community.
1.2.2 Characterize the major Students use their prior knowledge to carry out activities
taxonomy group. to identify the characteristics which differentiate the
major taxonomy groups.
Examples:
The characteristics that differentiate between plants,
animals and fungi or the differences between Mammal,
Reptile, Fish, Bird and Amphibian.
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
Theme 1: MAINTENANCE AND CONTINUITY OF LIFE
Learning area: 2.0 ECOSYSTEM
W3 2.1 Energy flow in A student is able to: Notes:
15/1/2018 ecosystem 2.1.1 Explain with examples of Refer to various activities in ​Module 1 HEBAT Science
– producer, consumer and (Ecosystem).
decomposer. Introduce the terms of primary carnivore an secondary
21/1/2018
carnivore.
2.1.2 Interprete food chain and Carry out activities to show the relationship between
food web. organisms in food chains and food web to show the
energy transferred from the producer to the consumer.
2.2 Nutrient cycle in 2.2.1 Elaborate and Carry out ​multimedia presentation that relates the roles of
the ecosystem communicate about the role of living things to the water, oxygen and carbon cycle.
1 -Recall the knowledge and science
living things in the oxygen and
skills on ecosystem.
carbon cycles in the ecosystem.
2-Understand and explain ecosystem.
2.2.2 Justify the role of
3-Apply knowledge on ecosystem.and
organisms in the water cycle of
able to carry out simple tasks
an ecosystem.
4-Analyse knowledge on ecosystem. in
2.2.3 Solve problems when Interferences caused by human activities such as:
context of problem solving on events or
there are interferences to the  Uncontrolled deforestation.
natural phenomena.
cycles caused by human  Burning of fossil fuels.
5-Evaluate knowledge of ecosystem. in
activities.  Excessive use of water resources for agriculture and
context of problem solving and decision
domestic consumption.
making to carry out a task.
Gather information and do a multimedia presentation on
6-Design a task using knowledge and
how the interaction of prey-predator is used in biological
science
control of pest.
skills on ecosystem.in a creative and
Discuss the advantages of biological control over
innovative way in the context of problem
chemical control, and the prolonged impact of biological
solving and decision making or carry out
control.
a task in a new situation with regards to
W4 2.3 Interdependence 2.3.1 Explain with examples the the social values/economy/culture of the Gather information about:
22/1/2018 and interaction interdependence among living community.  Species, population, community, habitat and
– among organisms things and the environment to ecosystem.
 28/1/2018 and,between maintain a balanced ecosystem.  Balanced in nature.
organisms and the Carry out field studies to investigate habitat, population,
environment. community in ecosystems.
Discuss interdependence between living organisms and
their environment to create a balanced ecosystem.

2.3.2 Justify the importance of Conduct ​scientific investigations to study the effects of
adaptations of living things to natural factors such as temperature, light and humidity on
the environment. the distribution of animals and plants.
 Do a ​multimedia presentation​ on how animals and plants
adapt to the desert, tundra and tropical climates

2.3.3 Communicate examples
of interactions between
organisms and apply these
interactions in daily life.
2.3.4 Separate the factors that
affect the size of population in
an ecosystem.
2.3.5 Predict how the changes
in ecosystem affect the existing
resources and balance of the
population.
1 -Recall the knowledge and science Interaction between organisms are:
skills on ecosystem. 1) Prey-predator.
2-Understand and explain ecosystem. 2) Symbiosis: Commensalism, mutualism and parasitism.
3-Apply knowledge on ecosystem.and 3) Competition.
able to carry out simple tasks
4-Analyse knowledge on ecosystem. in Factors that affect the size of population are:
context of problem solving on events or  Diseases.
natural phenomena.  Predators.
5-Evaluate knowledge of ecosystem. in  Food resources.
context of problem solving and decision  Drought.
making to carry out a task.
6-Design a task using knowledge and Changes in ecosystem such as:
science skills on ecosystem.in a creative  Water supply.
and innovative way in the context of  Migration.
problem solving and decision making or  Changes of population (effects of increasing and
carry out a task in a new situation with decreasing number of organisms towards a balanced
regards to the social nature).
values/economy/culture of the
community. Refer to the Interactive problem solving in ​Module
1HEBAT Science (Ecosystem​) about interferences in an
ecosystem.

W5 2.4 The role of 2.4.1 Justify and communicate Carry out a ​role play to discuss the importance of man in
29/1/2018 human in that man needs a stable and managing nature to ensure the sustainability of life.
– maintaining a productive ecosystem to sustain Identify several agencies or stakeholders and the public
  balanced nature life. to solve local or global issues:
4/2/2018
 Causes of environmental issues.
 Impact on the local community.
 Proposed methods to solve the problems.
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
Theme 1: MAINTENANCE AND CONTINUITY OF LIFE
Learning area: 3.0 NUTRITION
W6 3.1 Classes of food A student is able to: 1 -Recall the knowledge and science Discuss the classes of food; carbohydrates, protein, fats,
5/2/2018 3.1.1 Elaborate and skills on nutrition. vitamins, minerals, fibres and water and state their
– communicate about classes of 2-Understand and explain nutrition . functions and sources through multimedia presentations.
food. 3-Apply knowledge on nutrition and Only the major vitamins (A, B, C, D, E and K) and
11/2/2018
able to carry out simple tasks minerals (calcium, sodium, iron, iodine, phosphorus and
4-Analyse knowledge on nutrition in potassium) are required.
(EXP 1)​ W7 context of problem solving on events or Vitamin B need not be classified into B1, B2 and so
12/2/18 natural phenomena. forth.
- 5-Evaluate knowledge of nutrition in
20/2/18 3.1.2 Test the presence of context of problem solving and decision Conduct a ​scientific investigation to test the presence of
starch, glucose, protein and making to carry out a task. starch (iodine solution), glucose (Benedict solution),
fats in food. 6-Design a task using knowledge and protein (Millon’s reagent) and fats (alcohol-elmusion
science skills on nutrition in a creative test).
and innovative way in the context of
3.2 Importance of a 3.2.1 Elaborate and problem solving and decision making or Refer balanced diet to food pyramid or plate portion.
balanced diet communicate about a balanced carry out a task in a new situation with Factors affecting calorific requirement are age, size,sex,
. diet. regards to the social occupation, climates and state of health.
3.2.2 Estimate calories of food values/economy/culture of the Carry out activities to estimate calorific value of food in
intake in a meal and plan a community. a meal.
balanced diet. Energy stored in food can be measured in units such as
joules or calories. Identify the calorific value or the
energy value per gram of carbohydrates, protein and fats.
Collect food wrappers that show calorific value of food
and make a list to show the calorific value for each type
of food.

Plan a balanced diet for a day (breakfast, lunch and

dinner) based on different factors.

3.2.3 Conduct a research and Carry out activities to create awareness and emphasise
justify the importance of a the importance of maintaining health in preventing
balanced diet, exercise and a diseases such as heart disease, hypertension, diabetes,
healthy lifestyle in order to skin cancer and lung cancer.
maintain a healthy body  
Project-based learning:
Obesity among school children is on the rise in Malaysia.
This is related to improper diet and lifestyle.
Conduct research on obesity among students in school.
Relate to eating processed food as well as junk food.
Suggest ways to solve this problem at the school’s Level
 W8 3.3 Human’s 3.3.1 Elaborate and 1 -Recall the knowledge and science Digestion is the breakdown of large food molecules into
20/2/2018 digestive system communicate about digestion skills on nutrition. smaller soluble molecules that can be readily absorbed by
– 2-Understand and explain nutrition . the body.
3-Apply knowledge on nutrition and Compare the physical and chemical processes of
25/2/2018
able to carry out simple tasks digestion.
4-Analyse knowledge on nutrition in The flow of food particles in the alimentary canal
context of problem solving on events or involved mouth, oesophagus, stomach, small intestine,
natural phenomena. large intestine and anus. The functions of pancreas, liver
5-Evaluate knowledge of nutrition in and gall bladder need to be explained.
context of problem solving and decision The end product of digestion of carbohydrates, protein
making to carry out a task. and fats need to be discussed. Enzymes should only
6-Design a task using knowledge and include amylase, protease and lipase.
science skills on nutrition in a creative Conduct ​scientific investigation to show the action of
and innovative way in the context of enzyme in saliva on starch.
problem solving and decision making or
3.4 Process of 3.4.1 Conduct an experiment to carry out a task in a new situation with Study the process of absorption of digested food through
absorption and explain the absorption of the regards to the social a Visking tube to explain the absorption of the end
transportation of end products of digestion. values/economy/culture of the products of digestion in the small intestine
digested food and community.
defecation 3.4.2 Relate the function of Do a ​multimedia presentation on the transport of the end
digestive system, blood products of digestion by blood to body cells for
circulatory system and assimilation and respiration.
respiratory system. Emphasise on how the systems work together in the
digestion process.

3.4.3 Elaborate and Do a ​multimedia presentation or simulation on the

communicate about defecation. transport and reabsorption of water by large intestine and
the process of defecation.
Discuss the following:
 The importance of good eating habits to avoid
constipation.
 Implication to health if unbalanced diet is practiced
especially without or lacking in fibre.

W9 RAPTAI SUKAN- 27/2/18

SUKAN MINI-28/2/18
SUKAN TAHUNAN-1/3/18
CUTI PERISTIWA- 2/3/18
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
Theme 1: MAINTENANCE AND CONTINUITY OF LIFE
Learning area: 4.0 HUMAN HEALTH
W10 4.1 Infectious and A student is able to: 1 -Recall the knowledge and science Infectious diseases:
5/3/2018 non-infectious skills on 1) Water – cholera.
diseases 4.1.1 Differentiate and human health. 2) Air – Tuberculosis, H1N1, SARS, Flu.
–
communicate about infectious 2-Understand and explain human health. 3) Body contact - ringworm and fungal infection.
11/3/2018
and non-infectious diseases 3-Apply knowledge on human health 4) Vectors – leptospirosis, dengue, malaria, Zika.
and able to carry out simple tasks Non- infectious diseases:
4-Analyse knowledge on human health 1) Cancer.
in context of problem solving on events 2) Hypertension.
or natural phenomena. 3) Diabetes.
5-Evaluate knowledge of human health 4) Cardiovascular diseases.
in context of problem solving and
decision making to carry out a task
4.1.2 Explain how infectious 6-Design a task using knowledge and Project-based learning:
diseases are spread. science skills on human health in a Carry out a case study to discuss diseases among
creative and innovative way in the Malaysians based on statistics from the Ministry of
health.
4.1.3 Separate the cause and context of problem solving and  Most common diseases in Malaysia,
spread of infectious diseases. decision making or carry out a task in a  Types of diseases that can be transmitted, the causes
new situation with regards to the social and ways to overcome the diseases.
4.1.4 Generate ideas on the values/economy/culture of the • Predict the progression of diseases based on the
mechanism to prevent the community. Ministry of Health statistical graph
spread of infectious diseases • Suggest ways to solve the problems
http://www.moh.gov.my
4.2 Body defense 4.2.1 Elaborate and Carry out multimedia presentations on how body defence
communicate about the system fights against and promotes healing.
function of body defence Refer to ​Module 25 HEBAT​ Science (Human Health)
system
4.2.2 Define antigens, Gather information on types of immunization received by
antibodies and immunity children.
4.2.3 Justify the importance of Based on the children’s immunization schedule, interpret
immunization the following
4.2.4 Differentiate passive • Relationship between antigens and antibodies
immunity and active immunity • Effects of repeated immunization against body
defence(introduce the graph of primary and secondary
immunisation responses)
4.2.5 Justify good practices List practices that can boost or weaken immunity in
towards attaining strong terms of:
immune system.  Nutrition (local fruits, cooked food, vegetables).
 Physical activities.
 Lifestyle.
 4.2.6 Justify and communicate Brainstorm​ the following:
about the importance of  Reccurrence of controlled diseases such as leprosy,
immunisation and health level whooping cough dan tuberculosis.
of individuals to the family,  The rise in the costs of health care.
social, economy and nation.  Affecting the quality of work.
 Insurance purchase.
 Quality of life,
 Labour force (migration).

W11 UJIAN SETARA 1

13/3/2018 – 15/3/2018
CUTI PERTENGAHAN PENGGAL 1
W12 19/3/18 – 25/3/18
 Theme 2: EXPLORATION OF ELEMENTS IN NATURE
Learning area: 5.0 WATER AND SOLUTION
WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
W13 5.1 Physical A student is able to: 1 -Recall the knowledge and science Collect information and create a ​multimedia presentation
26/3/2018 characteristics of skills on water and solution. about water:
– water 5.1.1 Elaborate and 2-Understand and explain water and  As basic resources for survival of all living things.
1/4/2018 communicate about water. solution .  As a compound.
3-Apply knowledge on water and  Physical state of water i.e boiling point, freezing
solution and able to carry out simple point, colour, density, surface tension, capillary action,
tasks effect of absorption and heat release on water.
4-Analyse knowledge on water and Conduct a ​scientific investigation​ on water:
solution in context of problem solving  Carry out electrolysis to determine the composition of
on events or natural phenomena. elements in water molecule.
5-Evaluate knowledge of water and  Effect of impurities in the melting point and boiling
solution in context of problem solving point of water.
and decision making to carry out a
EXP 3 5.1.2 Carry out experiments task. Carry out ​an experiment to study the factors affecting the
W14 and communicate about the 6-Design a task using knowledge and rate of water evaporation such as humidity, surrounding
2/4/18-9/4/18 water evaporation process in science skills on water and solution in a temperature, surface area and the movement of air.
daily life. creative and innovative way in the Create ​a multimedia presentation​ based on the following:
context of problem solving and decision  Relate the evaporation process to daily life activities.
making or carry out a task in a new  How water loss through evaporation process can be
situation with regards to the social reduced in agriculture.
values/economy/culture of the  Refrigerators uses evaporation process for cooling.
community.
5.2 Solution and rate 5.2.1 Explain with example the Carry out ​a scientific investigation​ to define:
of solubility meaning of solution and  Solute, solvent, solution and suspension.
solubility.  Diluted solution, concentrated solution and saturated
solution.
EXP 4 5.2.2 Carry out experiment to
W15 determine the factors affecting Carry out ​an experiment on the factors affecting the rate
9/4/18 the rate of solubility. of solubility such as temperature of solvent, rate of
- stirring, size of solute.
16/4/18 5.2.3 Explain with examples 1 -Recall the knowledge and science Carry out activities to identify examples of colloid in
the meaning of colloids in daily skills on water and solution. daily life like emulsion and foam.
life. 2-Understand and explain water and
5.2.4 Elaborate and solution . Gather information about water as a universal solvent
communicate the uses of water 3-Apply knowledge on water and and give examples on the uses of water as a universal
as a universal solvent in daily solution and able to carry out simple solvent.
life and manufacturing industry. tasks
5.2.5 Demonstrate examples of 4-Analyse knowledge on water and Illustrate examples of organic solvents and their uses in
organic solvent and their uses solution in context of problem solving daily life using thinking maps.
in daily life. on events or natural phenomena.  Alcohol.
 5-Evaluate knowledge of water and  Kerosene.
solution in context of problem solving  Acetone.
and decision making to carry out a  Turpentine.
task.  Ether.
6-Design a task using knowledge and Carry out ​scientific investigations​ such as:
science skills on water and solution in  Removing dirt caused by certain substance such as
a creative and innovative way in the lubricant and paint.
context of problem solving and decision  Preparation of paint and cosmetics.
making or carry out a task in a new
situation with regards to the
W16 5.3 Water 5.3.1 Demonstrate the water social values/economy/culture of the Carry out ​activities to produce clean water using the
16/4/2018 purification and purification method. community. methods of:
- water supply  Boiling.  Filtration.
22/4/2018  Purification.  Chlorination.
 Distillation.
5.3.2 Solve problems in getting Find information or ​brainstorm and create a multimedia
water supply for daily life presentation on how a country without water can provide
usage. water supply by:
 Recycling water.
 Collecting water from fog.
 Collecting water from the sea (Reverse osmosis).
5.3.3 Build a model and Find information about different stages involved in water
communicate about water supply system:
supply system.  Filtration.
***Science project***  Oxidation.
 Coagulation.
 Sedimentation.
 Filtration.
 Chlorination.
 Fluoridation.
5.3.4 Justify water Discussion and evaluation on the following:
sustainability as a key to  Awareness about water content that is safe to
healthy living. consume.
 The effect of water pollution on living things and
environment based on real cases such as mercury
poisoning in Minamata Bay, Japan.
 River pollution and River Cleaning Method.
 The individual role to ensure the sustainability of
water.
Project-based learning
Carry out water audit activity to determine the amount of
water consumed in home or school.
 Suggest water conservation steps or create a simple
innovative method to conserve water and increase
efficiency of water usage.

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
Theme 2: EXPLORATION OF ELEMENTS IN NATURE
Learning area: 6.0 ACID AND ALKALI
W17 6.1 Properties of acid A student is able to: 1 -Recall the knowledge and science Physical properties of acid and alkali
23/4/2018 and alkali skills on acid and alkali.  The characteristic of acid in terms of pH value, taste,
– 6.1.1 Defining operationally 2-Understand and explain acid and alkali corrosiveness, effect on litmus paper, reaction with
acid and alkali. 3-Apply knowledge on acid and alkali metals i.e: magnesium, zinc.
29/4/2018
and able to carry out simple tasks  The characteristic of alkali in terms of pH value, taste,
4-Analyse knowledge on acid and alkali corrosiveness and effect on litmus paper.
in context of problem solving on events The properties of acid and alkali are only shown in the
or natural phenomena. presence of water.
6.1.2 Explain with examples of 5-Evaluate knowledge of acid and alkali Carry out ​activities​ to determine acidic and alkaline
acidic and alkaline subtances. in context of problem solving and subtances in daily life using:
decision making to carry out a task.  Litmus paper.
6-Design a task using knowledge and  Universal indicator.
Science skills on acid and alkali in a  Methyl orange.
creative and innovative way in the  Phenolphthalein.
context of problem solving and decision  pH meter.
6.1.3 Demonstrate the making or carry out a task in a new Carry out ​activites to study the relationship between pH
technique to determine the situation with regards to the social value and strength of acid and alkali.
strength of acid and alkali values/economy/culture of the
based on pH value. community.
6.1.4 Identify the uses of acid Gather, interpret and present data about the uses of acid
and alkali in daily life. and alkali in daily life including the agricultural and
industrial sectors.
6.2 Neutralisation 6.2.1 Explain the neutralization Carry out titration ​experiment using acid and alkali to
reaction. determine the end point using indicator.
Write word equation for neutralisation.
6.2.2 Explain with examples the Application of neutralisation in daily life such as:
use of neutralisation reaction in  The use of toothpaste.
daily life.  Fabric softener and hair conditioner.
 Regulate soil pH.
 Neutralising industrial waste.
 Theme 3: ENERGY AND SUSTAINABILITY OF LIFE
Learning area: 7.0 Electricity and magnetism
WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
W18 7.1 Electricity A student is able to: 1 -Recall the knowledge and science Discuss by using ​multimedia presentation on the
skills on electricity and magnetism. following:
30/4/2018 7.1.1Describe and 2-Understand and explain electricity and  Why energy is needed in daily life.
– communicate about energy. magnetism.  Types of energy.
6/5/2018 3-Apply knowledge on electricity and  Sources of energy.
7.1.2 Explain and communicate magnetism. and able to carry out Carry out ​activities using materials such as polythene
about the existence of simple tasks rod, acetate rod, glass rod, balloon to show the
electrostatic charges. 4-Analyse knowledge on electricity and existence of electrostatic charges.
magnetism.in context of problem Carry out ​activities t​o determine the existence of
solving on events or natural electrostatic charges, quantity of electrical charges and
phenomena. types of electrostatic charges using an electroscope.
7.1.3 Explain with examples on 5-Evaluate knowledge of electricity and Carry out ​a simulation on lightning formation using a
electrostatic in daily life. magnetism. In context of problem Van de Graff generator or Wim hurst machine.
solving and decision making to carry Collect information and solve problems in daily life
out a task. such as:
6-Design a task using knowledge and  Choosing suitable fabric to be worn in low humidity
Science skills on electricity and weather.
magnetism in a creative and innovative  Prevent vehicle from fire while filling petrol.
way in the context of problem solving  Looking for a shelter during thunderstorm.
and decision making or carry out a (Faraday’s cage concept)
7.1.4 Draw a conclusion that task in a new situation with regards to Carry out ​a scientific investigation to relate the flow of
the flow of charges produce the social values/economy/culture of the charges in an electrical conductor with electric current
electric current. community. by using a Van de Graff generator connected to an
earthed galvanometer.
7.1.5 Characterise current, Gather information and carry out activities to discover
voltage and resistance and their units for current, voltage and resistance.
units. Measure current and voltage in an electrical circuit
using suitable measuring apparatus.
7.1.6 Draw a conclusion on the Design and carry out ​experiment t​o study the effects of
relationship between current, changes in:
voltage and resistance.  Resistance on current,
 Voltage on current.
Discussion on relationship between voltage, current and
resistance using Ohm’s Law.
7.2 7.2.1 Carry out ​a scientific investigation​ to study:
W19 The flow of electric Elaborate and communicate  The flow of current by building a complete series
7/5/18 current in about the flow of electric circuit and parallel circuit,
-
series circuit and current in series circuit and  Advantages and disadvantages of series circuit and
13/5/18
parallel parallel circuit. parallel circuit,
circuit  Electrical wiring at home,
 Solve numerical problems related to current, voltage
and resistance in series circuit and parallel circuit.
7.3 Magnetism 7.3.1 Draw a conclusion about Carry out the ​following activities​:
the characteristics of a magnet.  Using iron filings to study magnetic field of a bar
magnet,
 Using compass to show the directions of the
magnetic field.
Sketch and study the pattern of the magnetic field of
various types of magnets such as bar magnet, horseshoe
magnet and magnadur magnet.

7.3.2 Describe and Carry out ​activities​ to show relationship between:

communicate about  Magnetic field lines and the strength of magnetic
electromagnet. field,
 The strength of magnetic force and distance between
magnetic field lines.
Carry out ​investigation to study the pattern and
direction of a magnetic field produced by a conductor
carrying current, a coiled wire and a solenoid.
Draw the pattern and mark the direction of the magnetic
field produced by a conductor carrying current, a coiled
wire and a solenoid.

EXP 5 7.3.3 Carry out an experiment Investigate the relationship between the strength of a
W26 and communicate about the magnetic field with
25/6/18 uses of magnet and  current flow,
-
1/7/18 electromagnet in daily life.  number of turns.
Gather information and make multimedia presentation
on the uses of magnet and electromagnet in daily life
such as in compasses and electic bells.

PEPERIKSAAN PERTENGAHAN TAHUN

W20
14/5-20/5
PEPERIKSAAN PERTENGAHAN TAHUN
W21
21/5-25/5
CUTI KAAMATAN / CUTI HARI GAWAI
W22
26/5-3/7
 Theme 3: ENERGY AND SUSTAINABILITY OF LIFE
Learning area: 8.0 FORCE AND MOTION
WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
W23 8.1 Force A student is able to: Carry out an indoor or outdoor activity to show the
5/6/2018 1 -Recall the knowledge and science presence of different types of forces such as
– 8.1.1 Elaborate and skills on force and motion. gravitational force, weight, normal force, frictional
10/6/2018 communicate about forcé. 2-Understand and explain force and force,
motion . elastic force, bouyant forcé.
3-Apply knowledge on force and Refer to ​Module 12 HEBAT​ Science (Force).
8.1.2 Explain that force has motion and able to carry out simple Sketch a diagram to show that force has magnitude,
magnitude, direction and point tasks direction and point of application
of aplication. 4-Analyse knowledge on force and
8.1.3 Measure force in S.I. motion in context of problem solving Carry out ​an activity using a spring balance to measure
unit. on event or natural phenomena. force for example, weight of object, frictional force.
W24 & W25 8.1.4 Explain with examples 5-Evaluate knowledge of force and Discussion may involve the following situations:
CUTI that every action forcé has an motion in context of problem solving  A stationary object on a table,
PERTENGAHAN equal (same and decision making to carry out a task. Weight (action force) is the same as normal force
TAHUN magnitude)reaction forcé but in 6-Design a task using knowledge and (reaction force),
the opposite direction. Science skills on force and motion in a  An object floating on water,
***​EXP 5 creative and innovative way in the Weight (action force) is the same as bouyant force
W26*** context of problem solving and (reaction force),
decision making or carry out a task in a  Two trolleys placed on a horizontal runway with a
new situation with regards to the social compressed spring between them will move in opposite
values/economy/culture of the directions of the same distance when released.
community First trolley acts on the second trolley (action force) and
at the same time the second trolley exerts a force of the
same magnitude but in different direction (reaction
force).
W27 8.2 Effects of force 8.2.1 Elaborate and Carry out an ​activities to study the effects of force on
communicate about the effects change in shape, position, speed and direction such
2/7/2018 of forcé.  moving a stationary toy car,
–  changing the speed of a moving toy car,
8/7/2018  stopping a moving toy car,
 changing the direction of a moving toy car,
 changing the shape of plasticine.
8.2.2 Explain and Carry out an ​activity to determine the buoyant force
communicate the relationship using a spring balance.
between the differences in (Buoyant force = actual weight – apparent weight)
densities and the effects of Carry out ​an investigation to prove that objects denser
bouyancy in daily life. than water will submerge by using density cubes.
Solve problems on how cargo ships are able to maintain
afloat at a safe level when travelling in different oceans
 of different temperatures and densities using a Plimsoll
line as a guidance.

8.2.3 Classify and solve 1 -Recall the knowledge and science Discuss various examples of levers according to the
problems on leversbased on the skills on force and motion. classes of lever in daily life.
position of fulcrum, load and 2-Understand and explain force and Solve numerical problems using the following formula:
effort. motion . Load x Load arm = Effort x Effort arm
3-Apply knowledge on force and *(Load arm –distance of load from fulcrum)
motion and able to carry out simple *(Effort arm – distance of effort from fulcrum)
8.2.4 Explain and communicate tasks When opening a door or loosening a nut using a
about the moment of forcé. 4-Analyse knowledge on force and spanner, we use a force that produces a turning effect.
motion in context of problem solving The turning effect is known as the moment of force.
on event or natural phenomena. Carry out activities to show the relationship between the
5-Evaluate knowledge of force and moment of force and the lever arm length in situations
motion in context of problem solving such as opening a door or loosing a nut.
and decision making to carry out a task. Moment of a force = force (N) x perpendicular distance
6-Design a task using knowledge and (m)
Science skills on force and motion in a Refer to ​Module 12 HEBAT​ Science(Force)
EXP 6 8.2.5 Carry out an experiment creative and innovative way in the To investigate how the changes in surface area affects
W28 and communicate about context of problem solving and the pressure produced when a similar force is applied
9/7-16/7 pressure and its application in decision making or carry out a task in a Introduce formula : Pressure = Force / Surface area
daily new situation with regards to the social Make a multimedia presentation about the applications
life. values/economy/culture of the of pressure in daily life.
community
8.2.6 Elaborate and Carry out an ​activity​ to show that air exerts pressure.
communicate about gas Carry out activities to show the factors that affect air
pressure based on the kinetic pressure, that are;volume and temperature.
theory of gas.
8.2.7 Explain and Carry out a​ctivities​ to show the existance of
communicate about the atmospheric
existance of atmospheric pressure by using Magdeburg hemisphere, suction
pressure and the effects of pump, drinking straw, siphon, syringe, vacuum cleaner.
altitude on the magnitude Active reading, video or data analysist to show the
ofpressure. relationship between altitude and atmospheric pressure.
Solve problems related to air pressure and atmospheric
pressure in daily life.
Pupils need to use the term of air pressure and
atmospheric pressure correctly.
Refer to ​Module 16 HEBAT​ Science (Atmosphere)

8.2.8 Explain the effects of Carry out ​an activity to show the changes in the size of
depth on liquid pressure. an air bubble when the depth of the liquid changes by
using a (1 metre) glass tube containing water or oil.
 Explain with examples the effects of depth on fluid
pressure in daily life such as the thickness of walls of
the dam, design of the submarine.

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
Theme 3: ENERGY AND SUSTAINABILITY OF LIFE
Learning area: 9.0 HEAT
W29 9.1 Temperature and A student is able to: Discuss and share about the following:
16/7/2018 heat 1 -Recall the knowledge and science  Definition of temperature.
– 9.1.1 Make a comparison skills on heat.  Differences between temperature and heat.
between heat and temperature. 2-Understand and explain heat. Refer to ​Module 7 HEBAT Science (Heat).
22/7/2018
3-Apply knowledge on heat and able
9.2 Heat flow and 9.2.1 Explain how heat flows Carry out ​activities t​o show heat transfer by
to carry out simple tasks
thermal equilibrium from a hot region to a cold  Conduction.
4-Analyse knowledge on heat in context
region.  Convection.
of problem solving on events or natural
 Radiation.
phenomena.
5-Evaluate knowledge of heat in context
9.2.2 Explain and communicate of problem solving and decision Carry out group activities to discuss natural phenomena
about heat flow in natural making to carry out a task. such as land breeze, sea breeze and warming of earth by
phenomena. 6-Design a task using knowledge and the sun.
Science skills on heat in a creative and
**W30 9.2.3 Communicate about heat innovative way in the context of Carry out ​group activities to​ discuss the following:
USII** conductors and heat insulators problem solving and decision making  Definition of heat conductor.
and their uses in daily life. or carry out a task in a new situation  Definition of heat insulator.
with regards to the social  Various uses of heat conductors and insulators in
values/economy/culture of the daily life.
community Carry out investigations to study the uses of different
materials as heat insulators.

W31 9.3 Principle of 9.3.1 Explain how heat can

30/7/2018 expansion and cause the expansion and Carry out a​ctivites to show heat can cause solid, liquid
– contraction of matter contraction in solid, liquid and and gas to expand and contract.
gas.
5/8/2018
9.3.2 Communicate about the Discuss the uses of expansion and contraction of matter:
various uses of expansion and  Mercury in thermometers.
contraction of matter in daily  Bimetallic strip in fire alarms.
life.  Gap between railway tracks.
 Roller on steel bridges.
Discuss the uses of principle of expansion and
contraction of matter in solving simple problems.
 9.4 Relation 9.4.1 Demonstrate how dark, Carry out an ​activity​ to show:
between the types of dull objects absorb heat better  Dark and dull objects absorb heat better than white
surfaces of objects than white, shiny objects. and shiny objects.
to heat absorption 9.4.2 Demonstrate how dark,  Dark and dull objects radiate heat better than white
and emission. dull objects radiate heat better and shiny objects.
than white, shiny objects.

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
9.4.3 Conceptualise and design Project-based learning:
using the heat concept in daily The Green House Concept fulfills a few criteria such as
life. energy efficiency, water efficiency, sustainable
construction site, construction materials, innovation,etc.
Design a ‘Green Home’ which uses minimum energy to
keep the house cool or vice-versa.
A pupil is able to design or make innovation in the local
or global context​.
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
Theme 3: ENERGY AND SUSTAINABILITY OF LIFE
Learning area; 10.0 SOUND WAVE
W32 10.1 A student is able to: 1 -Recall the knowledge and science Carry out ​an activity​ to explain that sound waves:
6/8/2018 Characteristics of skills on sound and waves.  Need a medium to travel.
– sound waves 10.1.1Communicate about the 2-Understand and explain sound and  Can be reflected.
basic characteristics of sound waves  Can be absorbed by different types of Surface.
12/8/2018
waves. 3-Apply knowledge on sound and waves  Have different speed in different médium.
and able to carry out simple tasks Refer to ​Module 28 HEBAT Science (Sound).
10.2 10.2.1 Explain frequency and 4-Analyse knowledge on sound and
Loudness and pitch its unit, and amplitude of waves in context of problem solving on Carry out ​scientific investigations​ using audio generator,
of sound vibration. events or natural phenomena. oscilloscope and amplifier to study the characteristics of
10.2.1 Explain frequency and 5-Evaluate knowledge of sound and sound waves where the oscilloscope shows the different
its unit, and amplitude of waves in context of problem solving patterns of sound waves (amplitude and frequency) and
vibration. and decision making to carry out a task. loudness of sound (amplitude).
10.2.2 Relate frequency to 6-Design a task using knowledge and
pitch. Science skills on sound and waves in a
10.2.3. Relate amplitude to creative and innovative way in the
loudness. context of problem solving and
10.2.4 Explain with examples decision making or carry out a task in a Carry out ​activities t​o show loudness and pitch using
loudness and pitch using new situation with regards to the musical instruments such as piano, recorder, drum and
musical instruments. social values/economy/culture of the guitar.
W33 10.3 10.3.1 Explain with example community Explain ​with example/video​ on echo phenomena in daily
13/8/2018 Phenomena and phenomena related to reflection life.
– aplications of of sound waves such as echo Carry out an activity to compare the pitch of an
reflection of sound and Doppler effect ambulance siren/air horn/ a fast moving motocycle
19/8/2018
waves engine passes an observer.
An increase (or decrease) in the frequency of sound as
the moving source and observer move towards (or away
from) each other is known as Doppler Effect.
10.3.2 Conduct video simulation to show the uses of sonar in
Explain with example the shipping industry and fisheries, sonogram in medical
applications of reflection of field and how bats estimate distance while flying.
sound waves

10.3.3 Make a ​multimedia presentation​ on the following:

Elaborate and communicate  The limitations of hearing for human and animals.
about limitations of hearing for  Ways to overcome human limitations of hearing.
humans and animals
10.3.4
Explain with examples ways to
overcome human limitations of
hearing
 W34
CUTI PERTENGAHAN PENGGAL II
WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
Theme 4: EARTH AND SPACE EXPLORATION
Learning area: 11.0 Stars and Galaxies in the Universe
W35 11.1 A student is able to: 1 -Recall the knowledge and science Gather information from technology devices such as the
27/8/2018 Stars and galaxies in skills on stars and galaxies in the telescope to expand ideas about objects in space, for
– the universe 11.1.1 universe. example:
Communicate about the 2-Understand and explain galaxies in the - galaxies including the Milky Way,
2/9/2018
characteristics of objects in universe. - nebula,
space. 3-Apply knowledge on galaxies and - life cycle of stars (Nebula Hypothesis).
able to carry out simple tasks Galaxies and types of galaxies, such as, eliptical, spiral
4-Analyse knowledge on galaxies in and irregular galaxies.
context of problem solving on events State the position of the Solar System in the Milky Way
or natural phenomena. Galaxy.
5-Evaluate knowledge of galaxies in Compare the relative sizes between Earth , planets, Solar
context of problem solving and decision System, Milky Way Galaxy and the Universe.
making to carry out a task. Amazed by the universe that God has created.
6-Design a task using knowledge and
  11.1.2 Science skills on galaxies in a creative Characteristics of stars include temperature, size,
Compare and contrast the and innovative way in the context of distance, colour and brightness.
characteristics of stars problem solving and decision making Surf Skychart, Stellarium (free astronomy software), and
(including the Sun) and relate or carry out a task in a new situation Earth Centred Universe (ECU) to get information about
them to the obsevation of stars with regards to the social the similarities and differences on the characteristics of
on the Earth. values/economy/culture of the stars.
community Visit an Observatory or planetarium to observe objects in
the sky during the day and night.
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
Theme 4: EARTH AND SPACE EXPLORATION
Learning area: 12.0 SOLAR SYSTEM
W36 & W37 12.1 A student is able to: 1 -Recall the knowledge and science Astronomical unit and light years as measures of distance
3/9/2018 Solar System 12.1.1 Compare distances skills on the solar system. in space.
– between the Sun and the planets 2-Understand and explain the solar Carry out calculations by converting units between a.u or
in the Solar System using system. light years to kilometres.
13/9/2018
astronomical units (a.u.) and 3-Apply knowledge on the solar system Refer to ​Modul 17 HEBAT Sains (Solar System).
light years. and able to carry out simple tasks
12.1.2 Construct a table to 4-Analyse knowledge on the solar Characteristics used for comparisons:
compare and contrast the system in context of problem solving on Size, distance, temperature, density, relative gravitational
planets in the Solar System events or natural phenomena. pull to the Earth, atmospheric layers, surface condition,
with the 5-Evaluate knowledge of the solar direction and speed of planet rotation and revolvement of
Earth. system in context of problem solving planets in their own orbits including natural satellites of
and decision each planet.
12.1.3 Explore the possible making to carry out a task. Examples of relationships between characteristics:
relationship based on the 6-Design a task using knowledge and  Temperature and distance from the Sun,
planets’ characteristics and Science skills on the solar system in a  Density and gravitational pull,
explain the relationship creative and innovative way in the  Distance, time and speed,
including anomalies that may context of problem solving and  Direction of rotation.
arise. decision making or carry out a task in a
12.1.4 Reason and make new situation with regards to the Problem-based learning:
analogies in hypothetical social values/economy/culture of the Rotations, action forces and movement can be predicted
situations related to the Solar community from data collected based on understanding of the Solar
System System.
Discuss the example of hypothetical sitiuations as
follows:
 What will happen if the Earth stops rotating?
Rotates at a slower pace?
 Why are there planets with two or more moons?
 If you are on the Moon, explain your observation on
the shape of the Earth?
 Will you see phases of the Earth if you are on the
Moon?
12.1.5 Conduct ​brainstorming session​ on the following:
Justify the Earth as the most Whether other planets can sustain life if natural sources
ideal planet for life based on on Earth have depleted – discussion is focused on
data collected. sustainable living.
Realise the role of each individual as a prudent consumer
in managing nature and the importance of reducing
ecological footprint.
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
Theme 4: EARTH AND SPACE EXPLORATION
Learning area: 13.0 METEOROID, ASTEROID, COMET
W38 13.1 A student is able to: 1 -Recall the knowledge and science Prepare and share a ​multimedia presentation​ to:
18/9/2018 Other objects in the skills on meteoroid,asteroid and comet. (a) compare and contrast between meteoroid, asteroid
– Solar System: 13.1.1 Communicate on other 2-Understand and explain and comet,
Meteoroids, objects in the solar system, such meteoroid,asteroid and comet . (b) predict what will happen to the Earth if it is hit by
23/9/2018
Asteroids and as meteoroids, asteroids and 3-Apply knowledge on meteoroid, asteroid and comet.
Comets comets. meteoroid,asteroid and comet and able
13.1.2 to carry out simple tasks Make observations on meteors at night or visit
Discuss the movements of 4-Analyse knowledge on aplanetarium.
meteoroids, asteroids and meteoroid,asteroid and comet in context Use multimedia presentations on the movements of
comets and their effects on of problem solving on events or natural meteoroids.
the Earth based on data. phenomena.
13.1.3 5-Evaluate knowledge of Collect information and carry out multimedia
Generate ideas on how to meteoroid,asteroid and comet in context presentation on the phenomena of asteroids and other
reduce or prevent the possibility of problem solving and decision objects colliding with the Earth.
of asteroids colliding making to carry out a task. Meteorites is introduced.
with the Earth. 6-Design a task using knowledge and
Science skills on meteoroid, asteroid and
comet in a creative and innovative way
in the context of problem solving and
decision making or carry out a task in a
new situation with regards to the
social values/economy/culture of the
community

W39
24/9/2018 FINAL EXAMINATION PREPARATION
-
30/9/2018
W40 FINAL YEAR EXAMINATION
1/10/2018
-
5/10/2018

SCHOOL HOLIDAYS
24 Nov. – 31 Dis. 2018