SMK BADAK, BACHOK, KELANTAN

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
W1 1.1 Diversity A student is able to: Carry out a multimedia presentation to discuss:
1/1/2018 of organism 1.1.1 Elaborate and communicate  The definition of biodiversity.
about biodiversity.  How biodiversity exists.
–
 The importance of biodiversity in terms of:
4/1/2018 - 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
1.2Classification 1.2.1 Differentiate organisms using a making to carry out a task. Carry out activities to construct the dichotomous key and
W2 6-Design a task using knowledge and
7/1/2018 of organisms dichotomous key based on common classify organisms based on common characteristics.
characteristics. science skills on biodiversity in a Notes:
– creative and innovative way in the Animal: Vertebrate and invertebrate, Mammal,
11/1/2018 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 Characterise 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
W2 2.1 Energy flow in A student is able to: Notes:
7/1/2018 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
11/1/2018 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.
W3 2.2 Nutrient cycle in 2.2.1 Elaborate and Carry out multimedia presentation that relates the roles
14/1/2018 the ecosystem communicate about the role of of living things to the water, oxygen and carbon cycle.
living things in the oxygen and 1 -Recall the knowledge and science
–
carbon cycles in the ecosystem. skills on ecosystem.
18/1/2018
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 context of problem solving on events or Interferences caused by human activities such as:
there are interferences to the natural phenomena.  Uncontrolled deforestation.
cycles caused by human 5-Evaluate knowledge of ecosystem. in  Burning of fossil fuels.
activities. context of problem solving and decision  Excessive use of water resources for agriculture and
making to carry out a task. domestic consumption.
6-Design a task using knowledge and Gather information and do a multimedia presentation on
science how the interaction of prey-predator is used in biological
skills on ecosystem.in a creative and control of pest.
innovative way in the context of Discuss the advantages of biological control over
problem solving and decision making or chemical control, and the prolonged impact of biological
carry out a task in a new situation with control.
W4 2.3 Interdependence 2.3.1 Explain with examples regards to the social Gather information about:
21/1/2018 and interaction the interdependence among values/economy/culture of the  Species, population, community, habitat and
among organisms living things and the ecosystem.
– community.
and,between environment to maintain a  Balanced in nature.
25/1/2018 organisms and the balanced ecosystem. 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
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
Theme 1: MAINTENANCE AND CONTINUITY OF LIFE
Learning area: 2.0 ECOSYSTEM
W4 2.3.3 Communicate examples 1 -Recall the knowledge and science Interaction between organisms are:
21/1/2018 of interactions between skills on ecosystem. 1) Prey-predator.
organisms and apply these 2-Understand and explain ecosystem. 2) Symbiosis: Commensalism, mutualism and parasitism.
–
interactions in daily life. 3-Apply knowledge on ecosystem.and 3) Competition.
25/1/2018 able to carry out simple tasks
2.3.4 Separate the factors that 4-Analyse knowledge on ecosystem. in Factors that affect the size of population are:
affect the size of population in context of problem solving on events or  Diseases.
an ecosystem. natural phenomena.  Predators.
5-Evaluate knowledge of ecosystem. in  Food resources.
context of problem solving and decision  Drought.
making to carry out a task.
W5 2.3.5 Predict how the changes 6-Design a task using knowledge and Changes in ecosystem such as:
28/1/2018 in ecosystem affect the existing science skills on ecosystem.in a creative  Water supply.
resources and balance of the and innovative way in the context of  Migration.
– problem solving and decision making or
population.  Changes of population (effects of increasing and
1/2/2018 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.

2.4 The role of 2.4.1 Justify and communicate Carry out a role play to discuss the importance of man in
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:
 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,
4/2/2018 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
8/2/2018 able to carry out simple tasks minerals (calcium, sodium, iron, iodine, phosphorus and
4-Analyse knowledge on nutrition in potassium) are required.
context of problem solving on events or Vitamin B need not be classified into B1, B2 and so
natural phenomena. forth.
5-Evaluate knowledge of nutrition in
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
W7 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.
11/2/2018 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.
– values/economy/culture of the
15/2/2018 3.2.2 Estimate calories of food community. Carry out activities to estimate calorific value of food in
intake in a meal and plan a a meal.
15/2 – 17/2 balanced diet. Energy stored in food can be measured in units such as
CHINESE joules or calories. Identify the calorific value or the
NEW YEAR 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.

W8 3.2.3 Conduct a research and Carry out activities to create awareness and emphasise
18/2/2018 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.
22/2/2018 maintain a healthy body
18/2 – 19/2 Project-based learning:
CHINESE Obesity among school children is on the rise in Malaysia.
NEW YEAR 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
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
Theme 1: MAINTENANCE AND CONTINUITY OF LIFE
Learning area: 3.0 NUTRITION
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
18/2/2018 digestive system communicate about digestion skills on nutrition. smaller soluble molecules that can be readily absorbed
2-Understand and explain nutrition . by the body.
–
3-Apply knowledge on nutrition and Compare the physical and chemical processes of
22/2/2018 able to carry out simple tasks digestion.
18/2 – 19/2 4-Analyse knowledge on nutrition in The flow of food particles in the alimentary canal
CHINESE context of problem solving on events or involved mouth, oesophagus, stomach, small intestine,
NEW YEAR 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.
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
Theme 1: MAINTENANCE AND CONTINUITY OF LIFE
Learning area: 4.0 HUMAN HEALTH
W9 A student is able to: 1 -Recall the knowledge and science Infectious diseases:
25/2/2018 skills on 1) Water – cholera.
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.
1/3/2018 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 hlth.
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
4-8/3/18 spread of infectious diseases  Suggest ways to solve the problems
REVISION http://www.moh.gov.my
11/3 – 15/3 PKBS 1
16/3 – 24/3 MID TERM BREAK
W10 4.2 Body defense 4.2.1 Elaborate and Carry out multimedia presentations on how body defence
25/3/2018 communicate about the system fights against and promotes healing.
function of body defence Refer to Module 25 HEBAT Science (Human Health)
–
system
29/3/2018 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)
W11 4.2.5 Justify good practices List practices that can boost or weaken immunity in
1/4/2018 towards attaining strong terms of:
immune system.  Nutrition (local fruits, cooked food, vegetables).
–
 Physical activities.
5/4/2018
WEEK CONTENT LEARNING STANDARD
STANDARD
4.2.6 Justify and communicate
about the importance of
immunisation and health level
of individuals to the family,
social, economy and nation.
 Lifestyle.
PERFORMANCE LEVEL SUGGESTED ACTIVITIES
Brainstorm the following:
 Reccurrence of controlled diseases such as leprosy,
whooping cough dan tuberculosis.
 The rise in the costs of health care.
 Affecting the quality of work.
 Insurance purchase.
 Quality of life,
 Labour force (migration).

Theme 2: EXPLORATION OF ELEMENTS IN NATURE

Learning area: 5.0 WATER AND SOLUTION
W12 5.1 Physical A student is able to: 1 -Recall the knowledge and science Collect information and create a multimedia presentation
8/4/2018 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.
–
communicate about water. solution .  As a compound.
12/4/2018 3-Apply knowledge on water and  Physical state of water i.e boiling point, freezing point,
solution and able to carry out simple colour, density, surface tension, capillary action, effect of
tasks 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
5.1.2 Carry out experiments task. Carry out an experiment to study the factors affecting the
and communicate about the 6-Design a task using knowledge and rate of water evaporation such as humidity, surrounding
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.
W13 5.2 Solution and rate 5.2.1 Explain with example the Carry out a scientific investigation to define:
13/4/2018 of solubility meaning of solution and  Solute, solvent, solution and suspension.
solubility.  Diluted solution, concentrated solution and saturated
–
solution.
19/4/2018
5.2.2 Carry out experiment to
determine the factors affecting Carry out an experiment on the factors affecting the rate
the rate of solubility. of solubility such as temperature of solvent, rate of
stirring, size of solute.
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
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
W14 5.2.4 Elaborate and solution . Gather information about water as a universal solvent
22/4/2018 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 tasks
26/4/2018 industry. 4-Analyse knowledge on water and
5.2.5 Demonstrate examples of solution in context of problem solving Illustrate examples of organic solvents and their uses in
organic solvent and their uses on events or natural phenomena. daily life using thinking maps.
in daily life. 5-Evaluate knowledge of water and  Alcohol.
solution in context of problem solving  Kerosene.
and decision making to carry out a  Acetone.
task.  Turpentine.
6-Design a task using knowledge and  Ether.
science skills on water and solution in Carry out scientific investigations such as:
a creative and innovative way in the  Removing dirt caused by certain substance such as
context of problem solving and decision lubricant and paint.
making or carry out a task in a new  Preparation of paint and cosmetics.
situation with regards to the
5.3 Water 5.3.1 Demonstrate the water social values/economy/culture of the Carry out activities to produce clean water using the
purification and purification method. community. methods of:
water supply  Boiling.
 Filtration.
 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).
W15 5.3.3 Build a model and Find information about different stages involved in water
29/4/2018 communicate about water supply system:
supply system.  Filtration.
–
 Oxidation.
3/5/2018  Coagulation.
 Sedimentation.
1/5 /18  Filtration.
LABOUR  Chlorination.
DAY  Fluoridation.
 WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
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
W16 6.1 Properties of A student is able to: 1 -Recall the knowledge and science Physical properties of acid and alkali
6/5/2018 acid 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.
10/5/2018 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.
WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
W17 6.2 Neutralisation 6.2.1 Explain the neutralization Carry out titration experiment using acid and alkali to
13/5/2018 reaction. determine the end point using indicator.
Write word equation for neutralisation.
–
17/5/2018
6.2.2 Explain with examples Application of neutralisation in daily life such as:
the use of neutralisation  The use of toothpaste.
reaction in daily life.  Fabric softener and hair conditioner.
 Regulate soil pH.
 Neutralising industrial waste.

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
Theme 3: ENERGY AND SUSTAINABILITY OF LIFE
Learning area: 7.0 Electricity and magnetism
W17 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:
13/5/2018 7.1.1 Describe and 2-Understand and explain electricity and  Why energy is needed in daily life.
– communicate about energy. magnetism.  Types of energy.
17/5/2018 3-Apply knowledge on electricity and  Sources of energy.
7.1.2 Explain and magnetism. and able to carry out Carry out activities using materials such as polythene
communicate about the simple tasks rod, acetate rod, glass rod, balloon to show the existence
existence of electrostatic 4-Analyse knowledge on electricity and of electrostatic charges.
charges. magnetism.in context of problem solving Carry out activities to determine the existence of
on events or natural phenomena. electrostatic charges, quantity of electrical charges and
5-Evaluate knowledge of electricity and types of electrostatic charges using an electroscope.
W18 7.1.3 Explain with examples on magnetism. In context of problem Carry out a simulation on lightning formation using a
electrostatic in daily life. solving and decision making to carry Van de Graff generator or Wim hurst machine.
20/5/2018 out a task. Collect information and solve problems in daily life such
– 6-Design a task using knowledge and as:
24/5/2018 Science skills on electricity and  Choosing suitable fabric to be worn in low humidity
magnetism in a creative and innovative weather.
way in the context of problem solving  Prevent vehicle from fire while filling petrol.
and decision making or carry out a  Looking for a shelter during thunderstorm.
task in a new situation with regards to (Faraday’s cage concept)
7.1.4 Draw a conclusion that the social values/economy/culture of the Carry out a scientific investigation to relate the flow of
the flow of charges produce community. charges in an electrical conductor with electric current by
electric current. 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.
WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
STANDARD
7.1.6 Draw a conclusion on the Design and carry out experiment to 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:
27 – 31/5/18 The flow of electric Elaborate and communicate  The flow of current by building a complete series
REVISON 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
29/5 – parallel parallel circuit. parallel circuit,
WESAK circuit  Electrical wiring at home,
DAY Solve numerical problems related to current, voltage and
2/6-N/ resistance in series circuit and parallel circuit.
QURAN
3 – 7/6/18 MID YEAR EXAM
8 – 23/6/18 MID YEAR BREAK
15 & 16/6 - AIDILFITRI
W19 7.3 Magnetism 7.3.1 Draw a conclusion about Carry out the following activities:
24/6/2018 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
28/6/2018 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 field,
electromagnet.  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.

7.3.3 Carry out an experiment Investigate the relationship between the strength of a
and communicate about the magnetic field with
uses of magnet and  current flow,
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.

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
Theme 3: ENERGY AND SUSTAINABILITY OF LIFE
Learning area: 8.0 FORCE AND MOTION
W20 8.1 Force A student is able to: Carry out an indoor or outdoor activity to show the
1/7/2018 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 force,
–
communicate about forcé. 2-Understand and explain force and elastic force, bouyant forcé.
5/7/2018 motion . Refer to Module 12 HEBAT Science (Force).
3-Apply knowledge on force and motion
8.1.2 Explain that force has and able to carry out simple tasks Sketch a diagram to show that force has magnitude,
magnitude, direction and point 4-Analyse knowledge on force and direction and point of application
of aplication. motion in context of problem solving on
8.1.3 Measure force in S.I. event or natural phenomena. Carry out an activity using a spring balance to measure
unit. 5-Evaluate knowledge of force and force for example, weight of object, frictional force.
8.1.4 Explain with examples motion in context of problem solving Discussion may involve the following situations:
that every action forcé has an and decision making to carry out a task.  A stationary object on a table,
equal (same magnitude)reaction 6-Design a task using knowledge and Weight (action force) is the same as normal force
forcé but in the opposite Science skills on force and motion in a (reaction force),
direction. creative and innovative way in the  An object floating on water,
context of problem solving and Weight (action force) is the same as bouyant force
decision making or carry out a task in a (reaction force),
new situation with regards to the social  Two trolleys placed on a horizontal runway with a
values/economy/culture of the compressed spring between them will move in opposite
community directions of the same distance when released.
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).
W21 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
8/7/2018 of forcé.  moving a stationary toy car,
–  changing the speed of a moving toy car,
12/7/2018  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.

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
8.2.3 Classify and solve 1 -Recall the knowledge and science
problems on leversbased on the skills on force and motion.
position of fulcrum, load and 2-Understand and explain force and
effort. motion .
3-Apply knowledge on force and motion
and able to carry out simple tasks
4-Analyse knowledge on force and
8.2.4 Explain and communicate motion in context of problem solving on
about the moment of forcé. event or natural phenomena.
5-Evaluate knowledge of force and
motion in context of problem solving
and decision making to carry out a task.
6-Design a task using knowledge and
Science skills on force and motion in a
creative and innovative way in the
context of problem solving and
W22 8.2.5 Carry out an experiment decision making or carry out a task in a
15/7/2018 and communicate about new situation with regards to the social
pressure and its application in values/economy/culture of the
– community
daily
19/7/2018 life.
Discuss various examples of levers according to the
classes of lever in daily life.
Solve numerical problems using the following formula:
Load x Load arm = Effort x Effort arm
*(Load arm –distance of load from fulcrum)
*(Effort arm – distance of effort from fulcrum)
When opening a door or loosening a nut using a spanner,
we use a force that produces a turning effect.
The turning effect is known as the moment of force.
Carry out activities to show the relationship between the
moment of force and the lever arm length in situations
such as opening a door or loosing a nut.
Moment of a force = force (N) x perpendicular distance
(m)
Refer to Module 12 HEBAT Science(Force)
To investigate how the changes in surface area affects the
pressure produced when a similar force is applied
Introduce formula : Pressure = Force / Surface area
Make a multimedia presentation about the applications of
pressure in daily life.

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 activities to show the existance of atmospheric
communicate about the pressure by using Magdeburg hemisphere, suction pump,
existance of atmospheric drinking straw, siphon, syringe, vacuum cleaner.
pressure and the effects of Active reading, video or data analysist to show the
altitude on the magnitude relationship between altitude and atmospheric pressure.
ofpressure. 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
W23 9.1 Temperature and A student is able to: Discuss and share about the following:
22/7/2018 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).
26/7/2018 3-Apply knowledge on heat and able
9.2 Heat flow and 9.2.1 Explain how heat flows to carry out simple tasks Carry out activities to show heat transfer by
thermal equilibrium from a hot region to a cold 4-Analyse knowledge on heat in context  Conduction.
region. of problem solving on events or natural  Convection.
phenomena.  Radiation.
5-Evaluate knowledge of heat in context
9.2.2 Explain and communicate of problem solving and decision making Carry out group activities to discuss natural phenomena
about heat flow in natural 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
9.2.3 Communicate about heat innovative way in the context of Carry out group activities to discuss the following:
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 daily
values/economy/culture of the life.
community Carry out investigations to study the uses of different
materials as heat insulators.

W24 9.3 Principle of 9.3.1 Explain how heat can

29/7/2018 expansion and cause the expansion and Carry out activites to show heat can cause solid, liquid
contraction of matter contraction in solid, liquid and and gas to expand and contract.
–
gas.
2/8/2018
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 between 9.4.1 Demonstrate how dark, Carry out an activity to show:
the types of surfaces dull objects absorb heat better  Dark and dull objects absorb heat better than white
of objects to heat than white, shiny objects. and shiny objects.
 absorption and 9.4.2 Demonstrate how dark,  Dark and dull objects radiate heat better than white
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
W25 10.1 A student is able to: 1 -Recall the knowledge and science Carry out an activity to explain that sound waves:
5/8/2018 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.
9/8/2018 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).
W26 10.2.2 Relate frequency to 6-Design a task using knowledge and
12/8/2018 pitch. Science skills on sound and waves in a
creative and innovative way in the
– 10.2.3. Relate amplitude to
context of problem solving and
16/8/2018 loudness.
decision making or carry out a task in a
10.2.4 Explain with examples new situation with regards to the Carry out activities to show loudness and pitch using
loudness and pitch using social values/economy/culture of the musical instruments such as piano, recorder, drum and
musical instruments. community guitar.
W27 10.3 10.3.1 Explain with example Explain with example/video on echo phenomena in daily
26/8/2018 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
30/8/2018 waves engine passes an observer.
 31/8/18 An increase (or decrease) in the frequency of sound as
NATIONA the moving source and observer move towards (or away
L DAY -61 from) each other is known as Doppler Effect.

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

STANDARD
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

W28 10.3.3 Make a multimedia presentation on the following:

2/9/2018 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
6/9/2018
10.3.4
Explain with examples ways to
overcome human limitations of
hearing

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
W29 11.1 A student is able to: 1 -Recall the knowledge and science Gather information from technology devices such as the
9/9/2018 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,
13/9/2018 characteristics of objects in universe. - nebula,
space. 3-Apply knowledge on galaxies and - life cycle of stars (Nebula Hypothesis).
9/9/18 able to carry out simple tasks Galaxies and types of galaxies, such as, eliptical, spiral
DYMMSP 4-Analyse knowledge on galaxies in and irregular galaxies.
BYDA context of problem solving on events State the position of the Solar System in the Milky Way
BIRTHDA or natural phenomena. Galaxy.
Y 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.
11/9/18 6-Design a task using knowledge and
MUHARR Science skills on galaxies in a creative
AM and innovative way in the context of
NEW 11.1.2 problem solving and decision making Characteristics of stars include temperature, size,
YEAR Compare and contrast the or carry out a task in a new situation distance, colour and brightness.
characteristics of stars Surf Skychart, Stellarium (free astronomy software), and
 (including the Sun) and relate with regards to the social Earth Centred Universe (ECU) to get information about
them to the obsevation of stars values/economy/culture of the the similarities and differences on the characteristics of
on the Earth. community stars.
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
W30 12.1 A student is able to: 1 -Recall the knowledge and science Astronomical unit and light years as measures of distance
16/9/2018 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.
20/9/2018 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
4-Analyse knowledge on the solar
16/7/18 12.1.2 Construct a table to system in context of problem solving on Characteristics used for comparisons:
NATIONAL compare and contrast the events or natural phenomena. Size, distance, temperature, density, relative gravitational
planets in the Solar System 5-Evaluate knowledge of the solar pull to the Earth, atmospheric layers, surface condition,
DAY
with the system in context of problem solving direction and speed of planet rotation and revolvement of
(Replace on Earth. planets in their own orbits including natural satellites of
and decision
17/9) making to carry out a task. each planet.
6-Design a task using knowledge and
W31 12.1.3 Explore the possible Science skills on the solar system in a Examples of relationships between characteristics:
23/9/2018 relationship based on the creative and innovative way in the  Temperature and distance from the Sun,
planets’ characteristics and context of problem solving and  Density and gravitational pull,
–
explain the relationship decision making or carry out a task in a  Distance, time and speed,
27/9/2018 including anomalies that may  Direction of rotation.
new situation with regards to the
arise. social values/economy/culture of the
W32 12.1.4 Reason and make community Problem-based learning:
30/9/2018 analogies in hypothetical Rotations, action forces and movement can be predicted
situations related to the Solar from data collected based on understanding of the Solar
–
System System.
4/10/2018 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?
W33 12.1.5 Conduct brainstorming session on the following:
7/10/2018 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
–
11/10/2018 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
W34 13.1 A student is able to: 1 -Recall the knowledge and science Prepare and share a multimedia presentation to:
14/10/2018 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, meteoroid,asteroid and comet . (b) predict what will happen to the Earth if it is hit by
18/10/2018 Asteroids and such as meteoroids, asteroids 3-Apply knowledge on meteoroid, asteroid and comet.
Comets and 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.
W35 13.1.3 5-Evaluate knowledge of Collect information and carry out multimedia
21/10/2018 Generate ideas on how to meteoroid,asteroid and comet in context presentation on the phenomena of asteroids and other
reduce or prevent the of problem solving and decision objects colliding with the Earth.
–
possibility of asteroids colliding making to carry out a task. Meteorites is introduced.
25/10/2018 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

28/10/2018
- FINAL EXAMINATION PREPARATION
1/11/2018
4/11/2018 FINAL EXAMINATION PREPARATION
- 4-6/11/2018 - DEEPAVALI
8/11/2018
11/11/2018 FINAL EXAMINATION
- 11 & 12/11 – KEPUTERAAN SULTAN KELANTAN
15/11/2018
SCHOOL HOLIDAYS
23 Nov. – 31 Dis. 2016