SMK GEDONG, SIMUNJAN, SARAWAK.

YEARLY LESSON PLAN 2022

FORM 1 SCIENCE (DLP)

CONTENT LEARNING STANDARD

WEEK
STANDARD
FUNDAMENTAL PERFORMANCE LEVEL SUGGESTED ACTIVITIES

THEME 1: SCIENTIFIC METHODOLOGY

LEARNING AREA: 1. INTRODUCTION TO SCIENTIFIC INVESTIGATION

2022 FORM 1 ORIENTATION DAY

1 1.1 A student is able to: TP 1:  Discuss daily life activities that lead to the
21.03.22 – Science is part Recall the knowledge and definition of Science.
25.03.22 of daily life. 1.1.1 relate daily activities to science skills on the
Science definition of science,  Students generalise science as a discipline
science laboratory, that involves systematic observation and
1.1.2 generalise the meaning of physical quantities and experiments on natural phenomena.
Science. units, the use of
measuring instruments,  Brainstorm ideas using concept maps such as
1.1.3 summarise the importance density and steps in i-Think concerning:
of Science in everyday life. scientific investigation.  the importance of science in understanding
2 ourselves and the environment to admire
28.03.22 – TP 2: God's creations.
01.04.22 1.1.4 describe the fields of Understand the definition  fields of science and examples of field of
Science of science, science science such as zoology, astronomy,
laboratory, physical microbiology, geology, physiology, botany,
quantities and units, the engineering, pharmacology, oceanography,
1.1.5 communicate about use of measuring forensics etc.
careers in Science. instruments, density and  careers in the field of science
steps in scientific  subjects to be learnt for a chosen career.
investigation and able to

1.1.6 relate subjects to be explain their  Group discussions and multimedia

1
 studied with Science careers of
interest.
1.1.7 describe innovation in
technology.
3 1.2 . A student is able to:
04.04.22 – Your science
08.04.22 laboratory 1.2.1 identify and state functions
of the apparatus.
1.2.2 identify symbols and
examples of hazardous
materials in the laboratory.
1.2.3 draw and label apparatus
commonly used in the
laboratory and classify based on
how it is used
1.2.4 justify the regulations and
safety measures in the
laboratory
4 1.3 A student is able to:
11.04.22 – Physical
15.04.22 quantities and 1.3.1 identify and use the
their units correct units for different
physical quantities.
1.3.2 identify the symbols and
values of prefixes use in
measurement.
understanding. presentations on examples of innovation in
technology to solve problems in daily life.
TP 3:
Apply the definition of
science, science
laboratory, physical  Carry out activities based on the following:
quantities and units, the  apparatus commonly used in laboratories.
use of measuring  symbols and examples of hazardous materials
instruments, density and in the laboratory.
steps in scientific  classification based on self-selected criteria
investigation to and then present the results in a group
accomplish simple task. discussion.
 Group discussion and presentation of the
following:
 laboratory rules
 security measures
 measures to prevent fires
 action to be taken in the event of an accident
in the laboratory such as exposed / ingested
chemicals, cuts and inhaling toxic gas.
 Discuss and suggest the use of suitable
apparatus in carrying out an experiment, to
save time and material.
TP 4:
Analyse the entire  Measure physical quantities of length, mass,
scientific investigation time, electric current and temperature.
process conducted to
determine the steps that  Collect and interpret data about symbols and
can be improved, on the values of symbols for prefixes.
definition of science,
science laboratory,  Solve problems of conversion of base quantity
physical quantities and units.
units, the use of
measuring instruments,  Appreciate the effort of experts in creating S.I.
2
 1.3.3 convert base quantity units
for mass, length and time such
as grams to kilograms,
centimeters to meters, seconds
to hours and vice versa.
1.3.4 justify the importance of
the use of S.I. units in daily life
5 1.4 A student is able to:
18.04.22 – The use of
22.04.22 measuring 1.4.1 use the right measuring
instruments, Instrument and use it in the right
accuracy, way, to measure accurately
and consistently the quantities
of length, mass,
consistency, time temperature and electric
sensitivity and (1 -Recall the knowledge and
error. science skills on biodiversity.)
1.4.2 use measuring
instruments with higher
accuracies and compare the
measurements in terms of
accuracy, consistency and
sensitivity.
1.4.3 explain how to overcome
systematic errors and random
errors.
1.4.4 estimate the length, area,
mass or volume of an object
before taking actual
measurements.
density and steps in
scientific investigation in
context of problem
solving about events or
natural phenomena.
TP 5:
Evaluate the entire
scientific investigation
process conducted to
determine the steps that
can be improved, on the
definition of science,
science laboratory,
physical quantities and
units, the use of
measuring instruments,
density and steps in
scientific investigation in
the context of problem
solving and decision
making to carry out a
task.
TP 6:
Design a presentation
using multi media /
visual / folio / poster / role
play / drama; with
creative and innovative
use of science knowledge
and skills of the definition
of science, science
laboratory, physical
3
units.
 Carry out a multimedia presentation to show
the implications of using inconsistent units in
daily life.
 Carry out station activities using measuring
instruments such as rulers, measuring tapes,
thermometers,
stopwatches, triple beam balances,
ammeters, voltmeters and measuring
cylinders.
Emphasise the following:
 taking readings several times to get an
accurate reading.
 relate the smallest scale value on the
measuring device to the accuracy of the
readings
 Carry out activities using instruments such as
a Vernier calipers, micrometer screw gauges,
electronic balances, digital micrometer screw
gauges, digital Vernier calipers, digital
thermometer, clinical thermometer, digital
rangefinder.
 Carry out activities to reduce systematic error
(e.g.: zero error) and random error (e.g.:
parallax error).
 Carry out problem solving activities that
involve the skill of making estimations and
then compare with actual measurements.
 Gather information and carry out multimedia
presentations on innovations in measuring
 1.4.5 explain with examples
innovations of various types of
measuring instruments through
a multimedia presentation
6 1.5
25.04.22 – Density A student is able to:
29.04.22
1.5.1 arrange sequentially
materials based on density
1.5.2 predict whether the
materials will float and sink
according to density.
1.5.3 define operational
definition of density.
1.5.4 calculate density using
Formula (density= mass /
volume) and water displacement
method.
1.5.5 explain the phenomena
related to the density difference
in everyday life.
1.5.6 innovate objects, food or
beverage using the concept of
density.
1.6 A student is able to:
Steps in a
scientific 1.6.1 differentiate each science
Investigation. rocess skills.
1.6.2 make a sequence on the
steps of carrying out a scientific
investigation in the correct
order.
quantities and units, the instruments.
use of measuring
instruments, density and
steps in scientific
investigation in the
context of problem
solving and decision
making; with regards to  Conduct a scientific investigation of the
the social values/ relationship between mass and density for a
economy / culture of the variety of solids which have the same volume,
community. for example by using density cubes.
 Solve problems by using formula of density.
 Carry out an activity to determine the density
of irregular solids using water displacement
method.
 Discuss the phenomena in everyday life that
involve differences in density and presents the
results of discussions using multimedia.
 Entrepreneurial element can be applied and
practiced in this activity.
 Teachers are recommended to use station
method of the twelve science process skills.
 Design and conduct an experiment for each
group to explain the steps and the scientific
method, namely:
1. Identify a problem that could be tested by a
scientific investigation
2. Construct hypothesis
3. Outline how variable is manipulated and the
4
 1.6.3 conduct a scientific method of collecting data
investigation to solve a simple 4. Design/ Plan and conduct scientific
problem. investigations
5. Present the data collected
6. Interpreting data and results with scientific
reasoning
7. Make a conclusion and present a report.

COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):

# EXPERIMENT 1 :
SIMPLE PENDULUM
MODUL 21: Scientific Skill

1.7 A student is able to:  Discussion on the importance of:

Scientific • scientific attitudes and values
attitudes and 1.7.1 support scientific attitudes • practising scientific attitudes
values in and values practiced by
carrying out scientists. COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
scientific 1.7.2 justify the need to practice MODUL 21: Scientific Skill
investigation scientific attitudes and values
when carrying out an
investigation
.
1.7.3 practice scientific attitudes
and values while carrying out a
scientific investigation.

7 CUTI HARI RAYA AIDIL FITRI

02.05.22 – ( 02.05.22 – 06.05.22 )
06.05.22
THEME 2: MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA : 2. CELL AS THE BASIC UNIT OF LIFE

8 2.1 A student is able to: TP1:  Show cell division using various forms of
09.05.22 – Cell – multimedia presentation (Need not introduce
Recall the knowledge and
13.05.22 structure, 2.1.1 explain that living things mitosis or meiosis). The formation of
science skills on cell as
5
 function and are made up of cells that carry
organization out life’s functions and undergo
cell division.
2.1.3 communicate about each
structure in cells with their
functions as well as compare
and contrast animal cells with
plant cells.
2.1.4 explain with examples the
characteristics
of unicellular and multicellular
organisms for
animal cells and plant cells.
2.1.6 conceptualise the
formation of a plant and an
animal with reference to the
sequence of
cell organization:
cell→tissue→organ→system→
organism.
2.1.7 appreciate and be amazed
by the existence of various
organisms.
9 A student is able to:
16.05.22 –
20.05.22 2.1.2 demonstrate the
preparation of slides of animal
cells and plant cells using the
correct procedures.
the basic unit of life /
coordination / response /
reproduction
TP2:
Understand cell as the
basic unit of life /
coordination / response /
reproduction and able to
explain their
understanding.
TP3:
Apply knowledge of cell
as the basic unit of life /
coordination / response /
reproduction to
accomplish simple task.
TP4:
Analyse knowledge of cell
as the basic unit of life /
coordination / response /
reproduction in context of
problem solving about
events or natural
phenomena.
TP5:
Evaluate knowledge of
cell as the basic unit of
life / coordination /
response / reproduction
6
cancerous cells is discussed
 The structure of animal cells consists of the
cell membrane, cytoplasm, nucleus and
mitochondria
 whereas plant cell comprises of nucleus, cell
wall, cell membrane, mitochondria,
chloroplasts and vacuole. [nucleus contains
chromosomes made up of deoxyribonucleic
acid (DNA) which carries genetic information].
 Presentation using thinking maps on the
characteristic of unicellular and multicellular
organisms
 The systems in human includes the nervous
system, digestive system, skeletal system,
excretory system, respiratory system,
reproductive system, lymphatic system,
circulatory system, muscular system,
endocrine system and the integumentary
system.
 Multimedia presentation to appreciate how
organisms are formed from basic unit of cells
COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
MODUL 23 : Cell
 Carry out a scientific investigation on animal
cells and plant cells using a microscope.
 Draw and label animal cells and plant cells
observed under the microscope.
 2.1.5 differentiate the types and
functions of animal cells and
plant cells
9 2.2 A student is able to:
16.05.22 – Cell respiration
20.05.22 and 2.2.1 communicate about the
photosynthesis process of cellular respiration.
2.2.2 communicate about the
process of photosynthesis.
2.2.3 differentiate the process of
cellular respiration and
photosynthesis.
2.2.4 explain how the process of
cellular respiration and the
process of photosynthesis
complement each other.
THEME 2: MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA : 3. COORDINATION AND RESPONSES
10 3.1 A student is able to:
23.05.22 – Homeostasis in
27.05.22 living things. 3.1.1 communicate about
homeostasis.
3.1.2 explain with examples the
systems involved with
homeostasis in humans and
animals
in the context of problem
solving and decision
making to carry out a
task.
. capillary root’s cells.
TP6:
Design a presentation
using multi media /
visual / folio / poster / role
play / drama; with
creative and innovative
use of science knowledge
and skills of the cell as
the basic unit of life /
coordination / response /
reproduction; in the
context of problem
solving and decision
making; with regards to
the social values/
economy / culture of the
community
TP1:
Recall the knowledge and
science skills on cell as
the basic unit of life /
coordination / response /
reproduction
7
 The various types of human cells - nerve cells,
epithelium cells, muscle cells, reproductive
cells, blood cells.
 The various types of plant cells - cells
palisade leaves, guard cells, epidermal cells,
 The process of cellular respiration needs
oxygen and glucose to produce energy,
carbon dioxide and water.
 Carry out experiments to show photosynthesis
needs light energy, carbon dioxide, water and
chlorophyll to produce glucose and oxygen.
 Relate how cellular respiration and
photosynthesis complement each other for the
benefits of life using multimedia presentation
COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
#EXPERIMENT 2 : FACTORS FOR
PHOTOSYNTHESIS
 Gather information and carry out multimedia
presentations on how homeostasis regulates
body temperature and water in the human
body.
 Carry out activities to show how the biological
actions respond to changes to stabilise the
condition of the body.
 TP2:  Gather information and make observations on
3.1.3 explain with examples the Understand cell as the how transpiration regulates water in plants.
systems involved in plant basic unit of life /
homeostasis. coordination / response /  Carry out brainstorming session to discuss the
reproduction and able to importance of homeostasis using various
3.1.4 appreciate the importance multimedia presentations
explain their
of homeostasis in humans and
understanding.
living things. COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
# EXPERIMENT 3 : HOMEOSTASIS IN
HUMANS

THEME 2: MAINTENANCE AND CONTINUITY OF LIFE

LEARNING AREA : 4. REPRODUCTION

11 4.1 A student is able to: TP3:  Gather and interpret data or information about
30.05.22 – Sexual and sexual and asexual reproduction:
Apply knowledge of cell
03.06.22 asexual 4.1.1 compare and contrast
reproduction. sexual and asexual reproduction as the basic unit of life /
 methods of sexual reproduction
in animals and plants. coordination / response /
 various types of asexual reproduction
reproduction to
4.1.2 reason the importance of accomplish simple task.  Do a multimedia presentation to explain the
reproduction. importance of reproduction and
problems that will arise if reproduction
ADDITIONAL decreases for all living things.
A student is able to:

4.1.3 be grateful for the ability to

reproduce and the continuation
of life as a gift from God.

FIRST TERM SCHOOL HOLIDAYS (04.06.22 – 12.06.22)

12 4.2 A student is able to: TP4:  Carry out multimedia presentations to observe
13.06.22 – Human and discuss the structures and function of the
Analyse knowledge of cell
17.06.22 reproductive 4.2.1 identify the structures and male and female reproductive systems.
system. function of the male and female as the basic unit of life /
reproductive systems. coordination / response /  Discuss the physical changes and
8

4.2.2 communicate about the
physical changes that occur
during puberty.
ADDITIONAL
A student is able to:
4.2.3 compare and contrast the
male gamete with the female
gamete in the reproductive
system.
12 4.3 A student is able to:
13.06.22 – Menstrual
17.06.22 cycle 4.3.1 communicate about the
menstrual cycle and the
sequence of changes in the
uterus lining during
menstruation.
4.3.2 relate the fertile phase of
the menstrual cycle to the
process of 9ertilization.
4.3.3 justify the importance of
personal hygiene during
menstruation
13 4.4 A student is able to:
20.06.22 – Fertilisation
24.06.22 and 4.4.1 communicate about the
pregnancy. process of fertilisation and the
implantation of embryo.
4.4.2 justify the importance and
functions of placenta and
reproduction in context of experiences during puberty.
problem solving about
events or natural  Use thinking maps to compare and contrast
phenomena. the male gamete (sperm) and female gamete
(ovum) in terms of the structures and function
COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
TP5:
MODUL 11 : Life Process
Evaluate knowledge of
cell as the basic unit of
life / coordination /
response / reproduction
in the context of problem
solving and decision
making to carry out a  Integrate multimedia presentation and thinking
task. maps to explain:
 menstruation and menstrual cycle.
 relate the fertile phase with fertilisation.
TP6:  the importance of practicing good
Design a presentation personal hygiene during menstruation.
using multi media /
visual / folio / poster / role
play / drama; with
creative and
innovative use of science
knowledge and skills of
the cell as the basic unit
of life / coordination /
response /
reproduction; in the
context of problem
solving and decision  Gather and share information about:
making; with regards to  fertilisation process.
the social values/  the implantation process of embryo.
economy / culture of the  the development of a zygote into an embryo
community and subsequently into a fetus until birth.
9
 umbilical cord.

4.4.3 describe the development

of a zygote into an embryo and
subsequently into a fetus
during pregnancy until birth.

14 4.5 A student is able to:  Share information from a nutritionist and to

27.06.22 – Factors relate the cause and effect of taking healthy
01.07.22 affecting the 4.5.1 relate the importance of nutritious food during pregnancy.
development of taking nutritious food during
 Solve problems of miscarriage or abnormality
a fetus and pregnancy to the health of both
baby. mother and fetus. in new born babies that is commonly
associated with unhealthy lifestyle of pregnant
4.5.2 justify the importance of mothers such as smoking, drugs abuse and
avoiding the intake of harmful alcohol.
substances to the fetus.  Gather, interpret information and carry out a
multimedia presentation on the impact of
4.5.3 justify the benefits of
breastfeeding compared to baby formula milk
breastfeeding compared to
formula milk on the infant’s in relation to the infant’s development.
development.  Make decision whether to breastfeed or use
formula milk.
ADDITIONAL
A student is able to:

4.5.4 realise that every living

creature has a right to live even
if it’s in the womb.

15 4.6 A student is able to:  Methods to overcome infertility - hormone

04.07.22 – Infertility and treatment, surgery and in-vitro
08.07.22 contraception 4.6.1 communicate the meaning  Methods of contraception for married couples
of infertility and how to – contraceptive pills, implants, condoms and
overcome them. contraceptive devices in the uterus
(Intrauterine Contraceptive Device, IUCD).
4.6.2 differentiate methods of
contraception.  Debate on the abuse of knowledge regarding

10
 birth control methods and their effect to
4.6.3 realise the importance of society.
practicing frequent health
screening and to get immediate
treatment for problems related
to reproductive system.

ADDITIONAL
A student is able to:

4.6.4 criticise the abuse of

knowledge on contraception
methods and its effect to
society.

15 4.7 A student is able to:  Dissect different type of flowers to identify the
04.07.22 – Plant structure with its function which include:
08.07.22 reproduction 4.7.1 communicate about the • male part of the flower
structure and function of each • the female part of the flower
part of a flower.

 Gather, interpret data and share relevant

4.7.2 justify the pollination
process.
4.7.3 describe the process of
fertilisation and explain the
formation of seeds and fruits in
plants
information on the following:
• pollination process. THEME
• self -pollination and cross-pollination.
• the advantages of cross- pollination.
• the application of cross- pollination in
agriculture.

16 A student is able to:

11.07.22 – COMPLEMENTARY
15.07.22 4.7.4 describe the germination (MODUL HEBAT / EXPERIMENT):
process of seed. #EXPERIMENT 4 : CONDITIONS FOR SEED
GERMINATION

4.7.5 solve problems if

germination does not occur

11
 THEME 3: EXPLORATION OF ELEMENTS IN NATURE
LEARNING AREA : 5. MATTER
17 5.1 A student is able to:
18.07.22 – Matter in
22.07.22 nature 5.1.1 state that almost
everything that exists in nature
is matter.
5.1.2 prove that living things
and non-living things have mass
and occupy space.
5.1.3 differentiate the physical
properties and chemical
properties
of matter.
5.1.4 classify materials by the
different characteristics.
18 5.2 A student is able to:
25.07.22 – Three states of 5.2.1 generalise that matter
29.07.22 matter consists of particles.
5.2.2 compare and contrast
three states of matter based on
the kinetic theory in terms of the
arrangement and movement of
particles.
5.2.3 use space-time
relationships to compare rate of
diffusion in three states of
TP1:
Recall the knowledge and
science skills on matter /
the periodic table / air.
TP2:
Understand of matter /
the periodic table / air and
able to explain their
understanding.
TP3:
Apply knowledge of
matter / the periodic table
/ air to explain natural
phenomena to
accomplish simple task.
TP4:
Analyse knowledge of
matter / the periodic table
/ air in context of problem
solving about events or
natural phenomena.
TP5:
Evaluate matter / the
periodic table / air in the
context of problem
solving and decision
making to carry out a
task.
12
 Carry out activities and create a multimedia
presentation to show that living things and
non-living things have mass and occupy
space.
 Carry out activities to differentiate:
 physical properties of matter such as boiling
point and melting point, solubility, heat
conductivity.
 chemical properties of matter such as rusting
and flammability.
 Carry out activities to classify materials by
density, melting point, boiling point and
solubility.
COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
MODUL 6: Chemical changes
MODUL 18: Changes in matter
MODUL 30 : Matter 2
 Carry out simulations to conceptualise that
matter is made up of small and discrete
particles.
 Carry out visual presentations about the three
states of matter in terms of the arrangement
and movement of particles and relation to the
physical properties of solids, liquids and gas
(volume, shape, density and compressibility).
 Carry out experiments to determine the rate of
diffusion, example copper(ll) sulphate in two
states of matter (solid and liquid).
 matter. (Carry out experiments
to determine the rate of
diffusion, example copper(ll)
sulphate in two states of matter
(solid and liquid).
19 5.2.4 describe the change in
01.08.22 – state of matter, in terms of
05.08.22 movement of particles caused
by the absorption and the
release of heat, based on
kinetic theory
5.2.5 conclude that temperature
remains constant during
freezing, melting and boiling.
5.2.6 conclude that the mass
remains constant during
physical changes.
5.2.7 explain with examples the
changes of the state of matter
in daily life
THEME 3: EXPLORATION OF ELEMENTS IN NATURE
LEARNING AREA : 6. PERIODIC TABLE
20 6.1 A student is able to:
08.08.22 – Classification
12.08.22 of elements 6.1.1 conclude that all matter
consists of atoms.
6.1.2 differentiate between
atoms and molecules as well as
TP6:
Design a presentation
using multi media /
visual / folio / poster / role
play / drama; with
creative and innovative
use of science knowledge
and skills of matter / the
periodic table / air in the
context of problem
solving and decision
making; with regards to
the social values/
economy / culture of the
community.
TP1:
Recall the knowledge and
science skills on matter /
the periodic table / air.
TP2:
Understand of matter /
13
 Use a diagram or a concept map to illustrate
boiling, evaporation, condensation, freezing,
melting, and sublimation.
 Carry out an experiment to investigate that
temperature of water remains constant during
melting and boiling. Plot and interpret graphs
to show that:
 Temperature remains constant during the
melting and the boiling of water.
 Mass remains unchanged during; physical
transformation, i.e.
changes in state of
matter; dissolving solid in
a liquid; and
expansion by heat
 Create a multimedia presentation about the
change of state of matter in daily life.
COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
#EXPERIMENT 5 : RATE OF DIFUSSION
#EXPERIMENT 6 : TEMPERATURE REMAINS
CONSTANT DURING FREEZING AND BOILING
MODUL 7 : Heat
MODUL 30 : Matter 2
 Discuss by using multimedia to explain:
 all matter consists of atoms
 atomic structure
 sub-atomic particles (electron, proton and
neutron)
 the difference between atoms and molecules
 the difference between elements and
 elements and compounds.
6.1.3 identify the position of
metal, non-metal and inert
gases in the periodic table.
6.1.4 differentiate the
characteristics of metals and
non-metals.
ADDITIONAL
A student is able to:
6.1.5 appreciate the order of
elements that exist in nature
that has allowed people to
organize them in the form of a
table.
21 6.2 A student is able to:
15.08.22 – Mixtures
19.08.22 6.2.1 communicate about
examples of mixtures in daily life
6.2.2 solve problem of
separating mixtures through
activities based on the different
characteristics of material and
physical methods
the periodic table / air and
able to explain their
understanding.
TP3:
Apply knowledge of
matter / the periodic table
/ air to explain natural
phenomena to
accomplish simple task.
TP4:
Analyse knowledge of
matter / the periodic table
/ air in context of problem
solving about events or
natural phenomena.
TP5:
Evaluate matter / the
periodic table / air in the
context of problem
solving and decision
making to carry out a
task.
TP6:
Design a presentation
using multi media /
visual / folio / poster / role
play / drama; with
creative and
innovative use of science
knowledge and skills of
the
14
compounds
 By referring to the periodic table, discuss the
position of metals, non-metals and inert
gases.
 Carry out activities to differentiate the
characteristics of metal and non-metal:
 shiny surfaces
 ductility
 malleable
 electrical and heat conductivity
 boiling point and melting point.
 Encourage creative writing and presentation in
various media.
COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
MODUL 6: Chemical changes
 Conduct activities to separate a mixture using
various methods such as filtration, distillation,
separation by using magnets, sedimentation,
flotation and chromatography.
COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
MODUL 6: Chemical changes

6.3 A student is able to:
Compounds
6.3.1 communicate about
compounds in daily life.
6.3.2 demonstrate the formation
of compounds between metal
and non-metal.
6.3.3 conclude that mass is
conserved during chemical
change.
6.3.4 separate compounds
through chemical methods.
6.3.5 differentiate between
chemical change and physical
change.
6.3.6 differentiate between
mixtures and compounds.
THEME 3: EXPLORATION OF ELEMENTS IN NATURE
LEARNING AREA : 7. AIR
22 7.1 A student is able to:
22.08.22 – Composition of
26.08.22 air 7.1.1 plan ways to determine
and record the composition of
air.
7.1.2 synthesis the composition
of air from a pie charts.
7.1.3 justify the importance of
matter / the periodic table
/ air in the context of
problem solving and
decision making to carry
out a task.
TP1:
Recall the knowledge and
science skills on matter /
the periodic table / air.
TP2:
Understand of matter /
the periodic table / air and
able to explain their
understanding.
15
 Use various forms of multimedia to illustrate
the used of compounds in daily life.
 Carry out activities of heating metal and non-
metal to produce a compound.
 Conclude and record that:
 mass is conserved during chemical change.
 compound can be separated through chemical
method.
 differences in physical changes and chemical
changes during the formation of compounds.
 Create and carry out a multimedia
presentation on the similarities and
differences between mixtures and compounds
COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
MODUL 6: Chemical changes
 Carry out activities to determine the
percentage of oxygen in air.
COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
MODUL 16 : Earth 2
 Interpret a pie chart on the composition of the
air to realise that air is a mixture.
 oxygen, nitrogen carbon dioxide
and inert gases in daily life.
7.1.5 solve problems when
there is/are interferences to the
oxygen and the carbon cycle.
ADDITIONAL
A student is able to:
7.1.4 appreciate the carbon
cycle and the oxygen cycle in
maintaining the composition of
gases in the air.
23
29.08.22 – 2022 MID YEAR ASSESSMENTS ( 29.08.22 – 02.09.22 )
02.09.22
SECOND TERM SCHOOL HOLIDAYS (03.09.22 – 11.09.22)
24 7.2 A student is able to :
12.09.22 – Combustion
16.09.22 7.2.1 conclude about the
conditions needed for
combustion.
7.2.2 relate the conditions of
combustion with the principles
used in the manufacture of fire
extinguishers.
TP3:
Apply knowledge of
matter / the periodic table
/ air to explain natural
phenomena to
accomplish simple task.
TP4:
Analyse knowledge of
matter / the periodic table
/ air in context of problem
solving about events or
natural phenomena.
TP5:
Evaluate matter / the
periodic table / air in the
context of problem
solving and decision
making to carry out a
task.
TP6:
Design a presentation
using multi media /
visual / folio / poster / role
play / drama; with
creative and innovative
use of science knowledge
and skills of
matter / the periodic
table / air in the context
16
 Interpret and share information on daily life
regarding:
 the importance of oxygen, nitrogen carbon
dioxide gases and inert gases.
 the oxygen cycle and the carbon cycle.
 how the carbon cycle and the oxygen cycle
maintain the percentage of gases in the
atmosphere.
 The effects of the increase of carbon dioxide
emission to life and the environment.
COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
MODUL 6: Chemical changes
 Carry out activities to prove that oxygen, heat
and fuel are needed for combustion
 List materials used as fire extinguishers for
different sources of fire.
 Provide materials such as posters to create
awareness among the school community
about the causes of fire and prevention
measures.

ADDITIONAL
A student is able to :
7.2.3 practice safety measures
to prevent the occurrence of fire
which can lead to the
destruction of life and property.
25 7.3 A student is able to:
19.09.22 – Air Pollution
23.09.22 7.3.1 define air pollution and air
pollutants.
7.3.2 communicate about air
pollutants and the causes.
7.3.3 justify steps to prevent and
control air pollution.
7.3.4 solve problems on the
adverse effects of air pollution.
THEME 4 : ENERGY AND SUSTAINABILITY OF LIFE
LEARNING AREA : 8. LIGHTS AND OPTIC
26 8.1 A student is able to:
26.09.22 – Usage of
30.09.22 mirrors 8.1.1 differentiate between a
real image and a virtual image.
8.1.2 Communicate about the
characteristics of image formed
by a plane mirror, concave
mirror and convex mirror
. of light.
of problem solving and
decision making; with
regards to the social
values/ economy / culture
of the community.
TP1:
Recall the knowledge and
science skills on mirrors /
characteristic of light /
reflection of light /
refraction
of light / dispersion of
light / scattering of light /
addition and subtraction
17
 Discuss and share ideas of air pollution such
as haze that frequently hit our country and the
sources that cause these pollutions.
 Collect, interpret and share information about:
 steps taken by authorities in controlling air
pollution.
 adverse effects of air pollution on living things
and the environment.
 Use the screen and plane mirror to show the
difference between real images and virtual
images.
 Carry out an activity to determine:
 characteristics of the image formed when the
light incident on the plane mirror. concave
mirror (enlarge image) and convex mirror
(shrink image).
 the object distance and image distance in a
 8.1.3 state that the object
distance is equal to the image
distance in a plane mirror
8.1.4 use the plane mirror to
apply the concept of reflection
of light.
27 8.1.5 justify the application of
03.10.22 – concave mirror and convex
07.10.22 mirror in daily life.
8.1.6 construct an optical
instrument to ppreciate the use
these of optical instruments to
enhance the ability of the
human senses.
8.1.7 solve problems in daily life
involving the application of
plane mirror, concave mirror
and convex mirror.
28 8.2 A student is able to:
10.10.22 – Characteristic
14.10.22 of light 8.2.1 communicate about the
properties of light.
plane mirror with a sketch diagram
 Discuss by using a multimedia presentation
TP2: about these applications
Understand mirrors /
 plane mirror
characteristic of light /
reflection of light /  concave mirror
refraction of light /  convex mirrors.
dispersion of light /
scattering of light / COMPLEMENTARY
addition and subtraction (MODUL HEBAT / EXPERIMENT):
of light and able to MODUL 27: Light
explain their
understanding.
TP3:  Carry out an activity to design an optical
Apply mirrors / instrument e.g. periscope or kaleidoscope.
characteristic of light /
reflection of light / COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
18

8.3 A student is able to:
Reflection of
light 8.3.1 state the characteristics of
image formed by a plane mirror
8.3.2 communicate about the
Law Of Reflection.
8.3.3 draw ray diagrams to
show the reflection of light
8.3.4 solve problems in daily life
with the application of reflection
of light.
29 8.4 A student is able to:
17.10.22 – Refraction of
21.10.22 light 8.4.1 Generalise that refraction
occurs when light moves
through medium of different
densities.
refraction of light /
dispersion of light /
scattering of light /
addition and subtraction
of light through a simple
task.
TP4:
Analyse knowledge of
mirrors / characteristic of
light / reflection of light /
refraction of light /
dispersion of light /
scattering of light /
addition and subtraction
of light in context of
problem solving about
events or natural
phenomena.
TP5:
Evaluate mirrors /
characteristic of light /
reflection of light /
refraction of light /
dispersion of light /
scattering of light /
addition and subtraction
of light in the context of
problem solving and
decision making to carry
out a task.
19
MODUL 27: Light
 The use of mirrors such as:
 the side mirror and rear-view mirror in the
car.
 the plane mirror uses by dentist during
treatment.
 the convex mirror placed at the dangerous
roads.
Properties such as the speed of light and
natural
phenomena (the formation of shadows,
lightning appearing before thunder,
rainbows).
 Identify the characteristics of image formed
by a plane mirror and sketch the image
observed.
 Carry out an experiment to measure the
angle of incidence, i and angle of reflection, r,
and determine the relationship between
angle of incidence, i and angle of reflection, r.
 Introducing The Law Of Reflection.
 Example on the use of the concept of
reflection of light.
COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
#EXPERIMENT 7 : REFLECTION OF LIGHT
 Collect and interpret this information about
the following
 Refraction of light
 8.4.2 draw ray diagrams to
show refraction of light when
light propagate from one
medium to another
medium of different densities.
30 8.4.3 generalise the relationship
24.10.22 – between the angle of incidence,
28.10.22 i and angle of refraction, r, when
light travels from a medium of
low density to a medium of high
density.
8.4.4 justify the applications of
refraction of light in daily life.
8.5 A student is able to:
Dispersion of
light 8.5.1 communicate about the
dispersion of light.
8.5.2 explain with an example
the dispersion of light in daily
life.
31 8.6 8.6.1 communicate about
31.10.22 – Scattering of scattering of light using various
04.11.22 light forms of multimedia for
interpreting information about
scattering of light.
8.6.2 explain with an example
scattering of light in daily life
TP6:
Design a presentation
using multi media /
visual / folio / poster / role
play / drama; with
creative and innovative
use of science knowledge
and skills of mirrors /
characteristic of light /
reflection
of light / refraction of
light / dispersion of light /
scattering of light /
addition and subtraction
of light in the context of
problem solving and
decision making; with
regards to the social
values/ economy / culture
of the community.
20
 Carry out activities to show that light refract
away when travel from a medium to another
medium with different density.
 Carry out an experiment to study the
relationship between the angle of incidence, i
and angle of refraction, r.
 Conduct a library research and make the
presentation of the phenomenon of
refraction.
COMPLEMENTARY
(MODUL HEBAT / EXPERIMENT):
#EXPERIMENT 8 : REFRACTION OF LIGHT
CUTI HARI DEEPAVALI (24.10 – 26.10.2022)
 Collect and interpret information about the
dispersion of light and phenomena related to
the dispersion of light.
 Carry out activities to study the following:
 dispersion of light by using prism
 formation of rainbow.
 Using various forms of multimedia for
interpreting information about scattering of
light.
 Carry out activities to study the effect of
scattering of light.
Collect and interpret information about the
following
 scattering of light
 natural phenomena such as blue sky and
reddish sunset.
 8.7 A student is able to:  Carry out activities to study:
Addition and of
light 8.7.1 identify primary colours  the addition of light using the primary colour
subtraction of filter to produce secondary colour (cyan,
light 8.7.2 identify the addition of magenta and yellow
primary colours to produce  subtraction of light that occurs when light is
secondary colours. absorbed or subtracted by colour filters.
 the difference between the addition and
8.7.3 communicate about subtraction of light.
subtraction of light.
8.7.4 record the colours formed Gather information and do a multimedia
on the screen when light passes presentation
through colour filters.

8.7.5 differentiate the addition

and subtraction of light.

8.7.6 explain with examples

addition and subtraction of light
in daily life.

THEME 5: EXPLORATION OF EARTH AND SPACE

LEARNING AREA: 9: EARTH

32 9.1 A student is able to: TP1:  Create a multimedia presentation about the
07.11.22 – System and Recall the knowledge and Earth structure that consist of four main
11.11.22 structure of the 9.1.1 communicate about the science skills on about spheres that is hydrosphere, atmosphere,
Earth system of the Earth the Earth’s structure/geo- biosphere and geosphere.
disasters/Earth’s  Atmospheric stratification and its role,
9.1.2 explain differences in
resources. including the depletion of the ozone layer.
Earth layers based on its
composition and physical Introduce that temperature and pressure
characteristics. TP2: changes with altitude in the atmosphere.
Understand the Earth’s
 Ocean stratification from the surface to the
ADDITIONAL structure/geo-disasters/E
A student is able to: dark zone including the distribution of life
arth’s resources and able
forms in them.
to explain their
9.1.3 realise that Earth is the understanding.
only place that can sustain life
based on its physical Distribution of other water bodies on Earth
characteristic. such as seas, rivers, glasiers, clouds and

21
 . TP3: ground water are also introduced.
Apply knowledge on the
Earth’s structure/geo-
disasters/Earth’s  Create a visual presentation to show the
resources to accomplish differences between crust, mantle and core
simple task. of the Earth including the lithosphere,
asthenosphere & mesosphere.

 Discuss that the Earth is the only home for

every living organism.
TP4:
Analyse knowledge of
knowledge on the Earth’s COMPLEMENTARY
structure/geo-disasters/E (MODUL HEBAT / EXPERIMENT):
arth’s resources in MODUL 14: Earth structure
context of problem
solving about events or
33 9.2 A student is able to:  Carry out an activity and present a
natural phenomena.
14.11.22 – Substance of multimedia presentation on the three types of
18.11.22 the Earth 9.2.1 explain type and rocks e.g. igneous rocks, sedimentary rocks
characteristic of rocks. and metamorphic rocks based on its
formation.
9.2.2 communicate on how to TP5:
differentiate the process of rock Evaluate about the COMPLEMENTARY
formation. Earth’s structure/geo- (MODUL HEBAT / EXPERIMENT):
disasters/Earth’s MODUL 14: Earth structure
resources in the context
of problem solving and
9.3 A student is able to: decision making to carry  Gather information about exogenic and
Main endogenic processes and present it using a
out a task.
processes of 9.3.1 explain the different Earth multimedia presentation.
the Earth processes that effect the
changes on Earth.  Exogenic process – weathering, erosion,
mass depletion, land depletion, transport and
9.3.2 communicate about sedimentation.
exogenic and endogenic
processes.

 Endogenic process – mantle convection

TP6: process, magma activity, Earth crust

22
 Design a presentation movement (tectonic layer)
using multi media /
visual / folio / poster / role COMPLEMENTARY
play / drama; with (MODUL HEBAT / EXPERIMENT):
creative and innovative MODUL 14: Earth structure
use of science knowledge
and skills of the Earth’s
34 9.4 A student is able to:  Collect, interpret data through a multimedia
structure/geo-disasters/E
21.11.22 – Geohazard presentation on geohazards e.g. earthquake,
arth’s resources in the
25.11.22 phenomena 9.4.1 communicate about
context of problem volcanism, land slide, tsunami, global
geohazard.
solving and decision warming, acid rain, quicksand and sinkholes
9.4.2 generate ideas on how making; with regards to  Discuss and share ideas on how science and
science and technology is used the social values/ technology can be used to prepare for the
to prepare for geohazards. economy / culture of the possibilities of geohazards.
community.  Using various media to explain impact of
environmental disasters e.g. loss of life, loss
ADDITIONAL of property, diseases, and starvation.
A student is able to: Highlight the need to sympathise with victims
of environmental disaster.
9.4.3 realise that environmental
disasters effect human
livelihood.

9.5 A student is able to: Gather and share information about the
Age of the geological time scale of the Earth and
Earth 9.5.1 communicate about
method to determine the age of the Earth.
geological time scale of the
Earth.  Using visual graphic presentation to present
about fossils and relate it to earth history.
9.5.2 explain the method to  Discuss how knowledge on fossils can help
determine the age of the Earth. modern science.

9.5.3 communicate about

fossils. using visual graphic
presentation to present about
fossils.

COMPLEMENTARY
9.5.4 reason about the (MODUL HEBAT / EXPERIMENT):
importance of fossils in the MODUL 15: EARTH 1

23
 advancement of contemporary
science.

35 9.6 A student is able to: Search for information and carry out a
28.11.22 – Earth multimedia presentation on surface water and
02.12.22 resources and 9.6.1 explain surface water and
aquifers.
applied its risks.
geology  Carry out a multimedia presentation on the
9.6.2 explain the importance of formation of petroleum and coal.
underground water and its risks.
 Discuss the economic prospects of
9.6.3 communicate about hydrothermal processes.
economic minerals.
(Economic minerals consist of  Debate how exploitation of Earth’s resources
metallic minerals, non-metallic without proper planning may cause adverse
minerals and rare earth effects on living things on Earth.
minerals).

9.6.4 explain the formation of

petroleum and coal.

9.6.5 communicate about the

hydrothermal process.

9.6.6 solve problems about the

negative effects of unplanned
human activities on all living
things on Earth

36
05.12.22 – 2022 FINAL YEAR ASSESSMENTS ( 05.12.22 – 09.12.22 )
09.12.22
THIRD TERM SCHOOL HOLIDAYS ( 10/12/2021 – 31/12/2022 )
37 Bridging Programme
02.01.23 – - Program Pengukuhan / Pengayaan
06.01.23 Modul Sains Tingkatan 1

24
 CONTENT LEARNING STANDARD
WEEK
STANDARD
FUNDAMENTAL PERFORMANCE LEVEL SUGGESTED ACTIVITIES
38
09.01.23 – 2022 FINAL YEAR ASSESSMENTS ( 9.01.23 – 09.01.23 )
13.01.23
39
16.01.23 –
20.01.23 Bridging Programme
- Program Pengukuhan / Pengayaan
40
Modul Sains Tingkatan 1
23.01.23 –
27.01.23
41 Bridging Programme
30.01.23 – - Program Pengukuhan
03.02.23 Peka 1 & Peka 2
42 Bridging Programme
06.02.23 – - Program Pengayaan
10.02.23 Project Based Learning 1
43 Bridging Programme
13.02.23 – - Program Pengayaan
17.02.23 Project Based Learning 2
SCHOOL HOLIDAYS ( 18/02/2023 – 12/03/2023 )

25
 PERANCANGAN BRIDGING PROGRAMME
SAINS
TINGKATAN 1
( 02.01.23 – 17.02.23 )

MINGGU KUMPULAN
TAJUK STRATEGI YANG DILAKSANAKAN AKTIVITI PDP/PDPR
TARIKH MURID

M1 / W37 Eksperimen TP 3 - TP 4 Strategi M2P Dengan Bimbingan Guru

02.01.23 – menentukan kadar TP 5 - TP 6 Eksperimen Menjalankan Eksperimen
06.01.23 resapan. (Merujuk TP5 Penyiasatan Saintifik) Menulis Laporan
Pengukuhan

TEMA 1: KAEDAH TP 1 - TP 2 Strategi M2P Dengan bimbingan guru, murid menonton

SAINTIFIK (Merujuk Standard Prestasi TP1 dan video@ guru menerangkan berpandukan slaid
TP2) powerpoint.
B1: Pengenalan Pemulihan Murid menjawab soalan latihan (TP3 )
kepada Penyiasatan
Saintifik TP 3 - TP 4 Strategi M2P Dengan bimbingan guru, murid menonton
(Merujuk Standard Prestasi TP3 dan video@ guru menerangkan berpandukan slaid
TP4) powerpoint.
Pengukuhan Murid menjawab soalan latihan (TP5)

TP 5 - TP 6 Strategi M2P Dengan merujuk buku teks dan nota, pelajar

(Merujuk Standard Prestasi TP5 dan cuba membuat perbincangan bersama rakan
TP6) dan menyelesaikan tugasan yang diberikan.
Pengayaan Murid menjawab soalan latihan (TP5 dan TP6)

M2 / W38 Eksperimen menyiasat TP 3 - TP 4 Strategi M2P Dengan Bimbingan Guru

09.01.23 – takat suhu didih TP 5 - TP 6 Eksperimen Menjalankan Eksperimen
13.01.23 semasa perubahan (Merujuk TP5 Penyiasatan Saintifik) Menulis Laporan
fizikal air. Pengukuhan

MINGGU KUMPULAN
TAJUK STRATEGI YANG DILAKSANAKAN AKTIVITI PDP/PDPR
TARIKH MURID

26
 M2 / W38 TEMA 2: TP 1 - TP 2 Strategi M2P Dengan bimbingan guru, murid menonton video@
09.01.23 – PENYELENGGARAAN (Merujuk Standard Prestasi TP1 dan guru menerangkan berpandukan slaid powerpoint.
13.01.23 DAN TP2) Murid menjawab soalan latihan (TP3 )
KESINAMBUNGAN Pemulihan
HIDUP
TP 3 - TP 4 Strategi M2P Dengan bimbingan guru, murid menonton video@
B2: Sel Sebagai Unit (Merujuk Standard Prestasi TP3 dan guru menerangkan berpandukan slaid powerpoint.
Asas Hidupan TP4) Murid menjawab soalan latihan (TP5)
B3: Koordinasi dan Pengukuhan
Gerak Balas
TP 5 - TP 6 Strategi M2P Dengan merujuk buku teks dan nota, pelajar cuba
(Merujuk Standard Prestasi TP5 dan membuat perbincangan bersama rakan dan
TP6) menyelesaikan tugasan yang diberikan.
Pengayaan Murid menjawab soalan latihan (TP5 dan TP6)

M3 / W39 TEMA 2: TP 1 - TP 2 Strategi M2P Dengan bimbingan guru, murid menonton video@
16.01.23 – PENYELENGGARAAN (Merujuk Standard Prestasi TP1 dan guru menerangkan berpandukan slaid powerpoint.
20.01.23 DAN TP2) Murid menjawab soalan latihan (TP3 )
KESINAMBUNGAN Pemulihan
HIDUP
TP 3 - TP 4 Strategi M2P Dengan bimbingan guru, murid menonton video@
B4: Pembiakan (Merujuk Standard Prestasi TP3 dan guru menerangkan berpandukan slaid powerpoint.
TP4) Murid menjawab soalan latihan (TP5)
Pengukuhan

TP 5 - TP 6 Strategi M2P Dengan merujuk buku teks dan nota, pelajar cuba
M4 /W40 (Merujuk Standard Prestasi TP5 dan membuat perbincangan bersama rakan dan
23.01.23 – TP6) menyelesaikan tugasan yang diberikan.
27.01.23 Pengayaan Murid menjawab soalan latihan (TP5 dan TP6)
CUTI TAHUN BARU CINA
( 22.01 – 23.01.2023 )

MINGGU KUMPULAN
TAJUK STRATEGI YANG DILAKSANAKAN AKTIVITI PDP/PDPR
TARIKH MURID

27
 M5 / 41 TEMA : TP 1 - TP 2 Strategi M2P Dengan bimbingan guru, murid menonton video@
30.01.23 – PENEROKAAN (Merujuk Standard Prestasi TP1 dan guru menerangkan berpandukan slaid powerpoint.
03.02.23 UNSUR DALAM TP2) Murid menjawab soalan latihan (TP3 )
ALAM Pemulihan

B5: Jirim TP 3 - TP 4 Strategi M2P Dengan bimbingan guru, murid menonton video@
B6: Jadual Berkala (Merujuk Standard Prestasi TP3 dan guru menerangkan berpandukan slaid powerpoint.
B7: Udara TP4) Murid menjawab soalan latihan (TP5)
Pengukuhan

TP 5 - TP 6 Strategi M2P Dengan merujuk buku teks dan nota, pelajar cuba
(Merujuk Standard Prestasi TP5 dan membuat perbincangan bersama rakan dan
TP6) menyelesaikan tugasan yang diberikan.
Pengayaan Murid menjawab soalan latihan (TP5 dan TP6)

M6 / 42 Eksperimen untuk TP 3 - TP 4 Strategi M2P Dengan Bimbingan Guru

06.02.23 – membuktikan Hukum TP 5 - TP 6 Eksperimen Menjalankan Eksperimen
10.02.23 Pantulan. (Merujuk TP5 Penyiasatan Saintifik) Menulis Laporan
Pengukuhan & Pengayaan

Eksperimen untuk TP 3 - TP 4 Strategi M2P Dengan Bimbingan Guru

mengkaji hubungan TP 5 - TP 6 Eksperimen Menjalankan Eksperimen
sudut tuju, i dan (Merujuk TP5 Penyiasatan Saintifik) Menulis Laporan
sudut biasan, r Pengukuhan & Pengayaan
apabila cahaya melalui
medium yang berlainan
ketumpatan.

TEMA 4: TENAGA TP 1 - TP 2 Strategi M2P Dengan bimbingan guru, murid menonton video@
DAN KELESTARIAN (Merujuk Standard Prestasi TP1 dan guru menerangkan berpandukan slaid powerpoint.
HIDUP TP2) Murid menjawab soalan latihan (TP3 )
Pemulihan

MINGGU KUMPULAN
TAJUK STRATEGI YANG DILAKSANAKAN AKTIVITI PDP/PDPR
TARIKH MURID

28
 B8: Cahaya dann Optik TP 3 - TP 4 Strategi M2P Dengan bimbingan guru, murid menonton video@
(Merujuk Standard Prestasi TP3 dan guru menerangkan berpandukan slaid powerpoint.
TP4) Murid menjawab soalan latihan (TP5)
Pengukuhan

TP 5 - TP 6 Strategi M2P Dengan merujuk buku teks dan nota, pelajar cuba
(Merujuk Standard Prestasi TP5 dan membuat perbincangan bersama rakan dan
TP6) menyelesaikan tugasan yang diberikan.
Pengayaan Murid menjawab soalan latihan (TP5 dan TP6)

M7 / 43 TEMA 5: TP 1 - TP 2 Strategi M2P Dengan bimbingan guru, murid menonton video@

13.02.23 – PENEROKAAN BUMI (Merujuk Standard Prestasi TP1 dan guru menerangkan berpandukan slaid powerpoint.
17.02.23 DAN ANGKASA TP2) Murid menjawab soalan latihan (TP3 )
LEPAS Pemulihan

B9: Bumi
TP 3 - TP 4 Strategi M2P Dengan bimbingan guru, murid menonton video@
(Merujuk Standard Prestasi TP3 dan guru menerangkan berpandukan slaid powerpoint.
TP4) Murid menjawab soalan latihan (TP5)
Pengukuhan

TP 5 - TP 6 Strategi M2P Dengan merujuk buku teks dan nota, pelajar cuba
(Merujuk Standard Prestasi TP5 dan membuat perbincangan bersama rakan dan
TP6) menyelesaikan tugasan yang diberikan.
Pengayaan Murid menjawab soalan latihan (TP5 dan TP6)

PREPARED BY,
EN. MOHAMAD NOOR BIN ZAINUL ABIDIN
FORM 1 SCIENCE TEACHER,
SMK POI LAM. IPOH. PERAK.

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