January 13

Science Form 1
YEARLY PLAN
2013
Prepared by: Madam Suraiya Muhamad . Kolej Datu Patinggi Abang Haji Abdillah, Kuching
Class : 1 Amethyst, 1 Diamond

WEEK LEARNING AREA/
LEARNING OBJECTIVES
1 Orientation
Theme : Introducing Science
Learning Area :
2 1.0 Introduction To Science
1.1 Understanding that science is
part of everyday life
1.2 Understanding the steps in
3 scientific investigation
2013 YEARLY PLAN FOR SCIENCE FORM 1
LEARNING OUTCOMES
Program for Form 1 students
A student is able to:
 List what he sees a round
him that is related to
science
 Explain the importance of
science in everyday life
 Name some careers in
science such as:
a. Science teachers
b. Doctors
c. Engineers
A student is able to:
 State the steps in
scientific investigation/
experiments;
 Carry out a scientific
investigation
LEARNING ACTIVITIES SCIENCE PROCESS/ SCIENTIFIC ATTITUDES &
THINKING SKILLS NOBLE VALUES
(PERMATA HATI)
Describe examples of natural Collecting data Having an interest an
phenomena that students see curiosity towards the
around them: Relating environment
a. Growth of human from a
baby to an adult; Communicating Being objective
b. Fall of a ball to the ground;
c. Melting of ice. Observing Daring to try
Discuss the uses and benefits Being thankful to God
of science in everyday life.
Carry out a scientific All thinking skills Being cooperative
investigation/ experiment; e.g
‘To find out what affect the Being confident and
number of times the pendulum independent
swings back and forth
(oscillations) during a given Having critical and analytical
time’ thinking
Students can be asked to Being objective
report on their investigations
to the class. Students Being honest and being
emphasize the steps they have accurate in recording and
taken; what they have validating data
changed; what they have kept
the same and what they have Being diligent and
measured. persevering
Being systematic
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 2013 YEARLY PLAN FOR SCIENCE FORM 1

WEEK LEARNING AREA/ LEARNING OUTCOMES LEARNING ACTIVITIES SCIENCE PROCESS/ SCIENTIFIC ATTITUDES &
LEARNING OBJECTIVES THINKING SKILLS NOBLE VALUES

4 1.3 Knowing physical quantities and A student is able to: Identify physical quantities Collecting data Being cooperative
their units  State physical quantities; (length, mass, time,
length, mass, time, temperature and electric Interpreting data Being confident and
temperature and electrical current), their values and units independent
Relating
current; found on product descriptions.
 State the S.I units and the Communicating Having critical and analytical
corresponding symbols for Find words with the prefixes thinking
these physical quantities; used in measurements such as Observing
 State the symbols and values kilo-, centi-, and mili-. Being objective
of prefixes for units of length
and mass: mili-, centi-, and Find the symbols used for Being honest and being
kilo-; these units of measurement. accurate in recording and
 Identify and use appropriate validating data
prefixes in the measurement Find the value of these
of length and mass prefixes. Being diligent and
persevering

Being systematic

5 1.4 Understanding the use of A student is able to: Measure the length of straight Collecting data Being cooperative
measuring tools  Choose the right tool and lines, curves and the diameter
measure length in the context of objects using rulers, thread Interpreting data Being confident and
of an experiment; and calipers. independent
Relating
 Estimate area of regular and
irregular shapes using graph Estimate the area of regular Communicating Having critical and analytical
paper in the context of an and irregular shapes using thinking
experiment; graph paper. Observing
 Choose the right tool and Being objective
measure the volume of liquid Measure volume of liquids
in the context of an using measuring cylinder, Being honest and being
experiment; pipette and burette. accurate in recording and
 Choose the right tool to validating data
measure the body Determine the volume of
temperature and regular and irregular solids Being diligent and
temperature of a liquid; using the water displacement persevering
method.
Being systematic

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 2013 YEARLY PLAN FOR SCIENCE FORM 1

WEEK LEARNING AREA/ LEARNING OUTCOMES LEARNING ACTIVITIES SCIENCE PROCESS / SCIENTIFIC ATTITUDES &
LEARNING OBJECTIVES THINKING SKILLS NOBLE VALUES

6-7 1.4 Understanding the use of  Determine the volume of Measure the body temperature Observing
measuring tools solids using water and temperature of water. Cooperative
Collecting data Daring to try
displacement method in the
Being respectful and well-
context of an experiment. Discuss the right choice of tool Relating mannered
in making measurements. Being flexible and open-minded
Visualizing Honesty in recording and
Apply the above measurement validating data
skills in the context of Measuring and using
experiments. numbers

Communicating

8 1.5 Understanding the concept of A student is able to: Find the weights of different Observing Having an interest and curiosity
mass  Determine the weight of an objects using a spring balance.
Classifying Thinking rationally
object;
 Explain the concept of Discuss weight as the pull of Daring to try
weight; earth (gravitational force) on Relating
 Explain the concept of mass; an object. Being confident and
 Determine the mass of an independent
object; Discuss mass as quantity of Comparing and
matter. contrasting
 Explain the difference
Being honest and being
between mass and weight;
Find the mass of different accurate in recording and
 Apply the use of spring and Measuring and using
objects using bam/ lever validating data
beam/ lever balance in the numbers
context of an experiment. balance or lever balance.

Discuss the difference between

mass and weight.

Apply the skills of using spring

balance and beam/ lever
balance in the context of an
experiment.

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 2013 YEARLY PLAN FOR SCIENCE FORM 1

WEEK LEARNING AREA/ LEARNING OUTCOMES LEARNING ACTIVITIES SCIENCE PROCESS / SCIENTIFIC ATTITUDES &
LEARNING OBJECTIVES THINKING SKILLS NOBLE VALUES

9 1.6 Realizing the importance of
standard units in everyday life
A student is able to:
 Give examples of problems
that may arise if standard
units are not used.
Discuss the various units of
measurements e.g unit s of
length (feet, yard, chain, mile,
meter, kilometer), units for
weight (pound, ounce, kati,
tahil, gram, kilogram).
Act out a scene to show the
problem caused by not using
standard units e.g buying
things at the market.
Relating Appreciate the contribution
of science and technology
Problem solving Being flexible and open-
minded
Being responsible about the
safety of oneself, others and
the environment

Discuss the advantages and

disadvantages of using
different units of Conceptualizing
measurement.

The students will be:

a. Determining ‘what I want
to find out’ (identifying the Synthesizing
problem);
b. Making a smart guess
(forming a hypothesis);
c. Planning how to test the
hypothesis (planning the
experiment)
 Identify the variables,
 Determine the
apparatus and
materials required,

d. Determine the procedure

to carry out the
experiment.
 Method to collect and
analyze data.

e. Carrying out the

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WEEK LEARNING AREA/
LEARNING OBJECTIVES
9 1.6 Realizing the importance of
standard units in everyday life
10 2.0 Cell As A Unit of Life
2.1 Understanding Cells
2013 YEARLY PLAN FOR SCIENCE FORM 1
LEARNING OUTCOMES
A student is able to:
 Identify that cell is the basic
unit of living things;
 Prepare slides following the
proper procedures;
 Use a microscope properly;
 Identify the general
structures of animal cells and
plant cells;
 Draw the general structures
of an animal cell and a plant
cell;
 Label the general structure of
an animal cell and a plant cell;
 State the function of each cell
structure;
 State the similarities and
differences between the two
cells.
experiment
LEARNING ACTIVITIES SCIENCE PROCESS / SCIENTIFIC ATTITUDES &
THINKING SKILLS NOBLE VALUES
f. Writing down what has Interpreting data Having an interest an curiosity
been observed (collecting towards the environment
Classifying
data);
Being objective
g. Finding a meaning for Collecting data
what has been observed Being systematic
(analyzing and interpreting Relating
data);
h. Deciding whether the Communicating Being flexible and open-minded
hypothesis is true (making
conclusions); Observing
Writing a report on the
investigation (reporting).
Gather information on living
Classifying Having an interest an curiosity
organisms and identify the
towards living things
smallest living unit that makes Collecting data
up the organism. Being objective
Relating
Prepare slides of cheek cells Being thankful to God
and onion cells. Communicating
Study the general structure of Observing Being flexible and open-minded
cheek cells and onion cells
Comparing & contrasting Being responsible about the
under a microscope, using the safety of oneself, others and the
correct procedure. environment
Draw and label the different
structures of an animal c ell
and a plant cell.
Compare an animal cell and a
plant cell.
Gather information on cell
structures and discuss their
functions
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 2013 YEARLY PLAN FOR SCIENCE FORM 1
WEEK LEARNING AREA/ LEARNING OUTCOMES
LEARNING OBJECTIVES
11 2.2 Understanding unicellular A student is able to:
organism and multicellular organism  State the meaning of unicellular
organisms and multicellular
organisms;
 Give examples of unicellular
organisms and multicellular
organisms.
12 2.3 Understanding that cells form A student is able to:
tissues, organs and systems in the  Name different types of
human body. human cells;
 State the function of different
types of human cells;
 Arrange sequentially cell
organization from simple to
complex using the terms cell,
tissue, organ, system and
organism.
st
13 1 Term Mid Break (23 -31 March 2013)
LEARNING ACTIVITIES SCIENCE PROCESS/ SCIENTIFIC ATTITUDES &
THINKING SKILLS NOBLE VALUES
Gather information about Interpreting data Being objective
unicellular organisms and
Attributing Being thankful to God
multicelullar organisms.
Classifying Being systematic
Provide students with picture Being flexible and open-minded
cards, name cards, ‘unicellular Relating
and multicellular’ cards.
Students use reference Communicating
materials and/or information
to match the three cards for Observing
each organism.
Comparing & contrasting
Observe examples of
unicellular organisms and
multicellular organisms under a
microscope.
Gather information and discuss Relating Having an interest an curiosity
the following: towards living things
a. Types of human cells; Communicating
Being objective
b. Functions of different
Observing
types of human cells. Being thankful to God
Attributing
Use a graphic organizer (e.g
ladder of hierarchy) to show
the organization of cells:
Cell  tissue  organ 
system  organism
rd st
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 2013 YEARLY PLAN FOR SCIENCE FORM 1

WEEK LEARNING AREA/ LEARNING OUTCOMES LEARNING ACTIVITIES SCIENCE PROCESS/ SCIENTIFIC ATTITUDES &
LEARNING OBJECTIVES THINKING SKILLS NOBLE VALUES

14 2.4 Realizing that humans are A student is able to:
complex organisms.  Explain why human
beings are complex
organisms.
Discuss why human beings are Relating
complex organisms. Being objective
Critical & analytical
Being thankful to God
thinking

15 3.0 Matter A student is able to:
3.1 Understanding that matter  State that things have
has mass and occupies mass and occupy
space space;
 Explain what matter is,
and to relate things
and matter;
 Carry out activities to
show that air, water,
soil and living things
have mass and occupy
space.
Through activities, show that
things such as book, air, water,
soil and living things have mass
and occupy space.
Discuss what matter is.
List examples of matter.
Generating ideas Having an interest and curiosity
grouping and classifying towards the environment
Visualizing, comparing and Cooperative
constrasting, defining
Daring to try
Relating
Being respectful and well-
Visualising mannered
Being flexible and open-minded
Communicating Realizing that science is a
means to understand nature

16 3 .2 Understanding the three states A student is able to:
of matter  State that matter is
made up of particles;
 State the three states
of matter;
 State the arrangement
of particles in the
three states of matter;
 State the differences in
the movement of
particles in the three
states of matter.
Gather information and Communicating Appreciating the beauty of the
discuss: arrangement of particles.
a. What matter is made Relating
Being systematic
up of;
Visualising
b. What the three
states of matter are. Comparing and contrasting
Compare the three states of
matter in terms of:
a. The arrangement of
particles;
b. The movement of
particles.

Simulate the arrangement and

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 2013 YEARLY PLAN FOR SCIENCE FORM 1
WEEK LEARNING AREA/ LEARNING OUTCOMES
LEARNING OBJECTIVES
17 3.3 Understanding the concept of A student is able to:
density  Define density;
 Explain why some
objects and liquid
float;
 Solve simple problems
related to density;
 Carry out activities to
explore the densities
of objects and liquids.
18 3.4 Appreciating the use of A student is able to:
properties of matter in everyday life  Describe how man
uses the different
states of matter;
 Describe how man
applies he concept of
density;
 Carry out an activity to
explore the
applications of the
concept of floating and
sinking related to
density.
movement of particles in the
three states of matter.
LEARNING ACTIVITIES SCIENCE PROCESS / SCIENTIFIC ATTITUDES &
THINKING SKILLS NOBLE VALUES
Recall the definition of density. Experimenting Having an interest and curiosity
towards the environment
Through activities, find the Observing
Cooperative
densities of:
a. Objects with regular Collecting data Being systematic
or irregular shape;
b. Different liquids. Interpreting data Being objective
Discuss why some objects and Making conclusion
liquids float by relating them to
density. Conceptualizing
Gather information and discuss
Analyzing Being objective
how:
a. Man uses his Being thankful to God
knowledge of Relating
different states of Being systematic
matter to store and
transport gases and Classifying Being flexible and open-minded
liquids;
b. Man uses the
concept of density in Conceptualizing
making rafts, floats
etc.
Carry out an activity to explore
the applications of the concept
of floating and sinking related
to density.
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WEEK LEARNING AREA/
LEARNING OBJECTIVES
4.0 The Variety of Resources on
19 Earth
4.1 Knowing the different
resources on earth
19 4.2 Understanding elements,
compounds and mixtures
2013 YEARLY PLAN FOR SCIENCE FORM 1
LEARNING OUTCOMES
A student is able to:
 List the resources on earth
needed to sustain life;
 List the resources on earth
used in everyday life.
A student is able to:
 State what elements,
compounds and mixtures are;
 Give examples of elements,
compounds and mixtures;
 State the differences
between elements,
compounds and mixtures;
 Carry out activities to
compare the properties of
different metal and non-
metals;
 Classify elements as metals
and non-metals based on
their characteristics;
 Give examples of metals and
non-metals;
 Carry out activities to
separate the components of a
mixture.
LEARNING ACTIVITIES SCIENCE PROCESS / SCIENTIFIC ATTITUDES &
THINKING SKILLS NOBLE VALUES
Gather information about the Relating Having an interest and curiosity
resources on earth; i.e water, towards the environment
air, soil, minerals, fossil fuels, communicating
and living things. Being thankful to God
Gather information and Experimenting Having an interest and curiosity
discuss:
a. What elements, compounds Observing Thinking rationally
and mixtures are;
Daring to try
b. What metals and non- Collecting data
metals are; Being confident and
c. Examples of elements, Interpreting data independent
compounds, mixtures,
metals and non-metals. Making conclusion
Being honest and being
Compare and contrast the Classifying accurate in recording and
properties of elements, validating data
compounds and mixtures. Comparing &
Contrasting
Carry out activities to compare
the properties of metals and
non-metals in terms of
appearance, hardness,
conductivity of heat and
conductivity of electricity.
Carry out activities to separate
the components of mixtures;
e.g:
a. Mixture of iron fillings and
sulphur powder;
b. Mixture of sand and salt.
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 2013 YEARLY PLAN FOR SCIENCE FORM 1

WEEK LEARNING AREA/ LEARNING OUTCOMES LEARNING ACTIVITIES SCIENCE PROCESS/ SCIENTIFIC ATTITUDES &
LEARNING OBJECTIVES THINKING SKILLS NOBLE VALUES

20 4.3 Appreciating the importance of A student is able to: Discuss the importance of
the variety of earth’s resources to  Explain the importance earth’s resources (water, air,
Analyzing Being objective
man of variety of earth’s soil, minerals, fossil fuels and
resources to man; living things) to man. Being thankful to God
 State the meaning of Relating
the preservation and Draw a concept map to show Being systematic
conversation of the relationship between these
resources on earth; resources to the basic needs of Classifying Being flexible and open-minded
 Practice reusing and life.
recycling of materials;
Gather information on the Conceptualizing
e.g using old
unfinished books as preservation and conservation
note books and of resources on earth.
collecting old
newspaper for Discuss the importance of the
recycling. preservation and conservation
of resources on earth (e.g:
recycling of paper will help
reduce the cutting down of
trees; conserving clean water
prevents water shortage).

Carry out a project/ campaign/

competition on the reusing and
recycling of materials.

20 & 21 MID YEAR EXAM

22-23 MID YEAR BREAK

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 2013 YEARLY PLAN FOR SCIENCE FORM 1
WEEK LEARNING AREA/ LEARNING OUTCOMES
LEARNING OBJECTIVES
24 5.0 The Air Around Us A student is able to:
5.1 Understanding what air is made  State what air is made
up of (the composition of air) up of;
 Explain why air is a
mixture;
 State the average
percentage of
nitrogen, oxygen and
carbon dioxide in air;
 Carry out activities to
show:
a. The percentage of
oxygen in air;
b. That air contains water
vapor, microorganisms
and dust.
25 5.2 Understanding the properties of A student is able to:
oxygen and carbon dioxide  List the properties of
oxygen and carbon
dioxide;
 Identify oxygen and
carbon dioxide based
on its properties;
 Choose a suitable test
for oxygen and carbon
dioxide
LEARNING ACTIVITIES SCIENCE PROCESS / SCIENTIFIC ATTITUDES &
THINKING SKILLS NOBLE VALUES
Gather information on: Observing Being objective
a. The composition of
air; Collecting data Being thankful to God
b. The percentage of
Being systematic
nitrogen, oxygen and Interpreting data
carbon dioxide in air. Being flexible and open-minded
Making inference
Carry out activities to show:
a. The percentage of Making conclusion
oxygen in air;
b. That air contains Conceptualizing
water vapor,
microorganisms and
dust.
Gather information on the Observing Being objective
properties of oxygen and
carbon dioxide. Collecting data Being thankful to God
Being systematic
Carry out activities to show the Interpreting data
properties of oxygen and Cooperative
carbon dioxide in the following Making inference
aspects:
a. Solubility in water; Making conclusion Being responsible about the
b. Reaction with sodium safety of oneself, others and the
hydroxide; Conceptualizing environment
c. The effect on:
Glowing and burning
wooden splinter, litmus
paper, lime water,
bicarbonate indicator.
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 2013 YEARLY PLAN FOR SCIENCE FORM 1

WEEK LEARNING AREA/ LEARNING OUTCOMES LEARNING ACTIVITIES SCIENCE PROCESS/ SCIENTIFIC ATTITUDES &
LEARNING OBJECTIVES THINKING SKILLS NOBLE VALUES

25 5.3 Understanding oxygen is needed A student is able to: Gather information and discuss Experimenting Being objective
in respiration  State that energy, carbon respiration.
dioxide and water vapor are Observing Being thankful to God
the products of respiration; Carry out an experiment to
Being systematic
 Relate that living things use show that during respiration, Collecting data
oxygen and give out carbon living things: Being flexible and open-minded
dioxide during respiration; a. Use oxygen Interpreting data
 Compare and contrast the b. Give out carbon Being honest and being
content of oxygen inhaled and dioxide Making inference accurate in recording and
exhaled air in humans; validating data
 State that oxygen is needed for Making conclusion
respiration;
 Carry out an experiment to Conceptualizing
show that living things use
oxygen and give out carbon Comparing &
dioxide during respiration. contrasting

26 5.4 Understanding oxygen is needed
for combustion (burning)
A student is able to:
 State what combustion is;
 State that oxygen is needed
for combustion;
 List the products of
combustion;
 Carry out experiments to
investigate combustion.
Gather information and discuss
combustion. Observing Being objective
Carry out experiments to:
a. Show that oxygen is Collecting data Being thankful to God
needed for combustion;
Being systematic
b. Investigate the effect of Interpreting data
the size of a container on Being honest and being
the length of time a candle Making inference accurate in recording and
burns validating data
Making conclusion
Carry out activity to test for the
products of combustion of Conceptualizing Being responsible about the
charcoal such as carbon safety of oneself, others and the
dioxide and water. environment

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 2013 YEARLY PLAN FOR SCIENCE FORM 1

WEEK LEARNING AREA/ LEARNING OUTCOMES LEARNING ACTIVITIES SCIENCE PROCESS/ SCIENTIFIC ATTITUDES &
LEARNING OBJECTIVES THINKING SKILLS NOBLE VALUES

27 5.5 Analyzing the effects of air A student is able to:
pollution  Explain what air
pollution is;
 List examples of air
pollutants;
 List the sources of air
pollutants
 Describe the effects of
air pollution
 Explain the steps
needed to prevent and
control air pollution.
Gather information and Observing Having an interest and curiosity
discuss: towards the environment
a. What air pollution is; Relating
Being thankful to God
b. Examples of air
pollutants; Analyzing
c. The sources of air
pollutants; Communicating
d. The effects of
pollution on man and
the environment;
e. The steps needed to
control air pollution.

Carry out a project to study:

a. Air pollution in an
area around the
school;
b. The effects of air
pollution.

28 5.6 Realizing the importance of
keeping the air clean
A student is able to:
 Describe how life
would be without
clean air;
 Suggest ways to keep
the air clean;
 Practice habits that
keep the air clean.
Gather information and
discuss:
a. How life would be
without clean air;
b. Ways to keep the air
clean;
c. Habits that keep the
air clean.
Carry out an activity to show
the pollutants in cigarette
smoke.
Observing Having an interest and curiosity
towards the environment
Relating
Being thankful to God
Analyzing
Being responsible about the
Communicating safety of oneself, others and the
environment

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WEEK LEARNING AREA/
LEARNING OBJECTIVES
29 6.0 Sources of Energy
6.1 Understanding various forms
and sources of energy
30 6.2 Understanding renewable and
non-renewable energy
2013 YEARLY PLAN FOR SCIENCE FORM 1
LEARNING OUTCOMES LEARNING ACTIVITIES SCIENCE PROCESS/ SCIENTIFIC ATTITUDES &
THINKING SKILLS NOBLE VALUES
A student is able to: Gather information about the Observing Having an interest and curiosity
 List the various forms various forms and sources of towards the environment
of energy; energy and energy changes. Collecting data
Being thankful to God
 List the various
sources of energy; Discuss the sun as the primary Relating
Think rationally
 Identify energy source of energy.
changes; Analyzing
 Identify the sun as the Carry out activity to see the
primary source of energy change: Communicating
energy;  From potential to kinetic
 Carry out an activity to energy for example a boll
investigate energy rolling down an inclined
change from potential slope
to kinetic energy and  From kinetic to potential
vice versa. energy for example the
winding of the coil in a toy
car.
A student is able to: Gather information and discuss Observing Having an interest and curiosity
 Define renewable and the meaning of renewable and towards the environment
non-renewable non-renewable energy sources. Collecting data
sources of energy. Being thankful to God
 Group the various Carry out a project on: Relating
Being objective
sources of energy into a. Renewable and non-
renewable and non- renewable energy Analyzing Think rationally
renewable. sources.
 Explain why we need b. The uses of solar Communicating
to conserve energy. energy
 Suggest ways to use c. The ways to increase Classifying
energy efficiently. efficient use of
energy
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 2013 YEARLY PLAN FOR SCIENCE FORM 1

WEEK LEARNING AREA/ LEARNING OUTCOMES LEARNING ACTIVITIES SCIENCE PROCESS/ SCIENTIFIC ATTITUDES &
LEARNING OBJECTIVES THINKING SKILLS NOBLE VALUES

30 6.3 Realizing the importance of A student is able to: Discuss the importance of Observing Having an interest and curiosity
conserving energy sources  Describe the conserving energy sources. towards the environment
importance of Relating
conserving energy Discuss the use and Being thankful to God
sources; management of energy Analyzing
 Explain he use and sources. Being responsible about the
management of Communicating safety of oneself, others and the
energy sources. environment

31 7.0 Heat A student is able to: Carry out activities to show: Observing Being objective
7.1 Understanding heat as a form of  State that the sun a. The sun gives out
energy gives out heat; heat; Collecting data Being systematic
 State other source of b. Ways to produce
Being thankful to God
heat; heat; Relating
 State that heat is a c. Heat and
form of energy; temperature are not Analyzing Being responsible about the
 Give examples of the the same (ask the safety of oneself, others and the
uses of heat; student to predict Communicating environment
 State the meaning of and observe how the
temperature; temperatures Comparing
 State the difference change; e.g when
between heat and they mix volumes of
temperature. hot and cold water).

Discuss:
a. The heat is a form of
energy
b. The uses of heat in
our daily life
c. What temperature is
d. The difference
between
temperature and
heat

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 2013 YEARLY PLAN FOR SCIENCE FORM 1
32-33 2nd Mid Year Break

WEEK LEARNING AREA/ LEARNING OUTCOMES LEARNING ACTIVITIES SCIENCE PROCESS/ SCIENTIFIC ATTITUDES &
LEARNING OBJECTIVES THINKING SKILLS NOBLE VALUES

34 7.2 Understanding heat flow and its A student is able to: Carry out activities to show Experimenting
effect  State that heat cause that heat causes solids, liquids Being objective
solids, liquids and and gases to expand and Observing
gases to expand and contract. (ball and ring, Being thankful to God
contract; mercury in thermometer and Collecting data
Being systematic
 State that heat flows in air in round-bottomed flask)
three different ways Interpreting data Being honest and being
(conduction, Carry out activities to show accurate in recording and
convection and how heat flows by conduction, Making inference validating data
radiation) convection and radiation.
 State that heat flows Making conclusion
from hot to cold; Carry out group activities to Being responsible about the
 Give examples of heat discuss: Conceptualizing safety of oneself, others and the
flow in natural a. Natural phenomena environment
phenomena; such as land breeze,
 State what a heat sea breeze and the
conductor is; warming of the earth
 State what a heat by the sun;
insulator is; b. How buildings can be
 List uses of heat kept cool;
conductors and heat c. What a heat
insulators in daily life; conductor is;
 Carry out an d. What a heat insulator
experiment to is;
investigate different e. The uses of heat
materials as heat conductors and heat
insulators. insulators in daily life.
Carry out an experiment to
investigate different materials
as heat insulators.

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 2013 YEARLY PLAN FOR SCIENCE FORM 1

WEEK LEARNING AREA/ LEARNING OUTCOMES LEARNING ACTIVITIES SCIENCE PROCESS/ SCIENTIFIC ATTITUDES &
LEARNING OBJECTIVES THINKING SKILLS NOBLE VALUES

35 7.3 Analyzing the effect of heat on A student is able to: Carry out activities to show the Experimenting
matter  State the change in change in state of matter in Being objective
state of matter in physical processes. Observing
physical processes; Being thankful to God
 Explain that change in Discuss: Collecting data
Being systematic
state of matter (i) The effects of heat on
involves absorption the state of matter Interpreting data Being honest and being
and release of heat; (ii) Examples of daily accurate in recording and
 Give examples of daily observation which Making inference validating data
observations which shows a change in
show a change in state state of matter Making conclusion
of matter. Being responsible about the
Conceptualizing safety of oneself, others and the
environment

36 7.4 Applying the principles of A student is able to: Discuss the use of expansion Experimenting
expansion and contraction of matter  Explain with examples and contraction of matter in Being objective
the use of expansion the following: Observing
ad contraction of a. Mercury in a Being thankful to God
matter in daily life thermometer Collecting data
Being systematic
 Apply principle of b. The bimetallic strip in
expansion and a fire alarm Interpreting data Being honest and being
contraction of matter c. Gaps in railway tracks accurate in recording and
in solving simple d. Rollers in steel Making inference validating data
problems. bridges
Making conclusion
Discuss the use of the principle Being responsible about the
of expansion and contraction Conceptualizing safety of oneself, others and the
of matter to solve simple environment
problems.

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 2013 YEARLY PLAN FOR SCIENCE FORM 1

WEEK LEARNING AREA/ LEARNING OUTCOMES LEARNING ACTIVITIES SCIENCE PROCESS/ SCIENTIFIC ATTITUDES &
LEARNING OBJECTIVES THINKING SKILLS NOBLE VALUES

37 7.5 Understanding that dark, dull A student is able to: Carry out experiments to show
objects absorb and give out heat  State that dark, dull that:
better objects absorb heat
better than white,
shine objects;
 State that dark, dull
objects give out heat
better than white,
shiny objects;
 Carry out experiments
to investigate heat
absorption and heat
release.
Experimenting
Being objective
a. Dull, dull objects Observing
absorb heat better Being thankful to God
than white, shiny Collecting data
Being systematic
objects;
b. Dark, dull objects Interpreting data Being honest and being
give out heat better accurate in recording and
than white, shiny Making inference validating data
objects.
Making conclusion
Being responsible about the
Conceptualizing safety of oneself, others and the
environment

7.6 Appreciating the benefits of heat A student is able to:
38 flow  Put into practice the
principle of heat flow
to provide comfortable
living.
Discuss and put into practice Observing Having an interest and curiosity
activities such as opening of towards the environment
windows in the classroom or Relating
laboratory to improve air Being thankful to God
circulation. Analyzing

Communicating

39-40 FINAL YEAR EXAM

41-44 UPDATE THE PBS ASSESSMENT & DOCUMENT

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