SMK BANDAR UTAMA DAMANSARA (3)

Jalan Persiaran Bukit Utama, Bandar Utama

47800 Petaling Jaya
Selangor

RANCANGAN PELAJARAN TAHUNAN

SAINS
TINGKATAN 1
2024 / 2025

Disemak oleh, Disahkan oleh,

.................................... ....................................
( GKMP ) (PENGETUA/PKP)
 SMK BANDAR UTAMA DAMANSARA 3
YEARLY LESSON PLAN 2024/2025
FORM 1 SCIENCE
JADUAL PROGRAM MINGGU PERTAMA PEMBUKAAN SEKOLAH SESI AKADEMIK 2024/2025
11 - 15 MAC 2024

TARIKH / 7.30 – 8.30 8.30 – 10.00 10.00 – 10.30 10.30 – 1.30

MASA
11.3.2024 PERHIMPUNAN PENGURUSAN KELAS REHAT PROMOSI KOKU
(ISNIN) Unit KOKU
(Semua guru) (Guru kelas) Ketua @ Penolong semua Unit Kokurikulum
Gelanggang Bola Keranjang Gelanggang Bola Keranjang
TARIKH / 7.30 - 10.00 10.00 – 10.30 10.30 – 11.30 11.30 – 12.30 12.30 – 1.30
MASA
12.3.2024 TAKLIMAT REHAT AKTIVITI NYANYIAN TO KNOW ME, I LOVE MAIN3 INSPIRE
(SELASA) -Kurikulum LAGU NEGARAKU TO KNOW YOU (Guru Subjek)
-HEM NEGERI SELANGOR (Guru Subjek)
-Kokurikulum LAGU SEKOLAH
(Guru yang menyampaikan taklimat,Pengerusi Majlis, Siaraya, (Lembaga Pengawas)
Lembaga Pengawas) Gelanggang Bola
(Dewan Blok A) Keranjang
TARIKH / 7.30 – 8.30 8.30 – 10.00 10.00 – 10.30 10.30 – 11.00 11.00 – 12.00 12.00 – 1.30
MASA
13.3.2024 SENI TARIAN SENAMROBIK REHAT PERMAINAN MINDA AGM AGM
(RABU) 10.30-11.00 guru KELAB/PERSATUAN BADAN BERUNIFORM
(Kelab Kebudayaan) (Panitia PJPK) subjek dan murid (Tempat yang
masuk kelas (Tempat yang ditetapkan)
10.45 murid dan guru
Gelanggang Bola Keranjang Gelanggang Bola Keranjang bergerak ke tempat
ditetapkan)
AGM
TARIKH / 7.30 –10.00 10.00 – 10.30 10.30 – 11.00 11.00 – 12.00 12.00 – 1.30
MASA
14.3.2024 AKTIVITI KECERIAAN KELAS REHAT PERMAINAN MINDA AGM AGM
(KHAMIS) (Guru Kelas) 10.30-11.00 Guru SUKAN/PERMAINAN RUMAH SUKAN
Subjek dan murid (Tempat yang (Tempat yang
masuk kelas ditetapkan) ditetapkan)
10.45 murid dan guru
bergerak ke tempat
AGM
TARIKH / 7.30 – 10.00 10.00 – 10.30 10.30– 12.00
MASA
15.3.2024 SESI “OUTREACH” DAN REHAT AKTIVITI KECERIAAN KELAS
(JUMAAT) PROGRAM TRANSFORMASI DIRI
TINGKATAN SATU (Guru Kelas)
(UBK)
Dewan Blok A
 WEEK CONTENT LEARNING STANDARD
STANDARD FUNDAMENTAL PERFORMANCE LEVEL SUGGESTED ACTIVITIES
THEME 1: SCIENTIFIC METHODOLOGY
LEARNING AREA:
CHAPTER 1: INTRODUCTION TO SCIENTIFIC INVESTIGATION
PROGRAM MINGGU PERTAMA PEMBUKAAN SEKOLAH SESI AKADEMIK 2024/2025
1 (RUJUK JADUAL PROGRAM MINGGU 1)
11/03/24
-
15/03/24

A student is able to: TP 1: ➢ Discuss daily life activities that lead to

1.1 Science is part
of daily life 1.1.1 relate daily activities to Science
1.1.2 generalise the meaning of Science.
1.1.3 summarise the importance of
2 Science in everyday life.
18/03/24
- 1.1.4 describe the fields of Science
22/03/24
1.1.5 communicate about careers in
Science.
1.1.6 relate subjects to be studied with
Science careers of interest.
1.1.7 describe innovation in technology.
Recall the knowledge and science skills on the
definition of science, science laboratory,
physical quantities and units, the use of
measuring instruments, density and steps in
scientific investigation.
TP 2:
Understand the definition of science, science
laboratory, physical quantities and units, the use
of measuring instruments, density and steps in
scientific investigation and able to explain their
understanding.
the definition of Science.
➢ Students generalise science as a
discipline that involves systematic
observation and experiments on
natural phenomena.
➢ Brainstorm ideas using concept maps
such as i-Think concerning:
• the importance of science in
understanding ourselves and the
environment to admire God's
creations.
• fields of science and examples of field
of science such as zoology,
astronomy, microbiology, geology,
physiology, botany, engineering,
pharmacology, oceanography,
forensics etc.
 TP 3:
Apply the definition of science, science
laboratory, physical quantities and units, the use
of measuring instruments, density and steps in
scientific investigation to accomplish simple
task.
TP 4:
1.2 Your science A student is able to: Analyse the entire scientific investigation
laboratory process conducted to determine the steps that
can be improved, on the definition of science,
1.2.1 identify and state functions of the science laboratory, physical quantities and units,
apparatus. the use of measuring instruments, density and
steps in scientific investigation in context of
problem solving about events or natural
1.2.2 identify symbols and examples of phenomena.
hazardous materials in the laboratory.
TP 5:
3 Evaluate the entire scientific investigation
25/03/24 1.2.3 draw and label apparatus commonly process conducted to determine the steps that
- used in the laboratory and classify based can be improved, on the definition of science,
29/03/24 on how it is used science laboratory,
physical quantities and units, the use of
measuring instruments, density and steps in
*28/3 1.2.4 justify the regulations and safety scientific investigation in the context of problem
Cuti measures in the laboratory solving and decision making to carry out a task.
Nuzul Al-
Quran 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 quantities and units, the use
A student is able to:
of measuring instruments, density, and steps in
4 1.3 Physical
scientific investigation in the context of problem
1/04/24 quantities and 1.3.1 identify and use the correct units for
solving and decision making; with regards to the
- their units different physical quantities.
social values/ economy / culture of the
5/04/24 community
• careers in the field of science
• subjects to be learnt for a chosen
career.
Group discussions and multimedia
presentations on examples of
innovation in technology to solve
problems in daily life.
➢ Carry out activities based on the
following:
• apparatus commonly used in
laboratories.
• symbols and examples of hazardous
materials in the laboratory.
• classification based on self-selected
criteria and then present the results in
a group 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.
➢ Measure physical quantities of length,
mass, time, electric current and
temperature.

1.3.2 identify the symbols and values of
prefixes use in measurement.
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.
A student is able to:
1.4 The use of
measuring 1.4.1 use the right measuring Instrument
instruments, and use it in the right way, to measure
accurately and consistently the quantities
accuracy,
of length, mass, time temperature and
consistency,
electric
sensitivity, and
(1 -Recall the knowledge and science
error. skills on biodiversity.)
4 process conducted to determine the steps that
1/04/24
1.4.2 use measuring instruments with
- higher accuracies and compare the
5/04/24
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
TP 1:
Recall the knowledge and science skills on the
definition of science, science laboratory,
physical quantities and units, the use of
measuring instruments, density and steps in
scientific investigation.
TP 2:
Understand the definition of science, science
laboratory, physical quantities and units, the use
of measuring instruments, density and steps in
scientific investigation and able to explain their
understanding.
TP 3:
Apply the definition of science, science
laboratory, physical quantities and units, the use
of measuring instruments, density and steps in
scientific investigation to accomplish simple
task.
TP 4:
Analyse the entire scientific investigation
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 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,
➢ Collect and interpret data about
symbols and values of symbols for
prefixes.
➢ Solve problems of conversion of base
quantity units.
➢ Appreciate the effort of experts in
creating S.I. 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.
 volume of an object before taking actual
measurements.
1.4.5 explain with examples innovations of
various types of measuring instruments
through a multimedia presentation
WEEK 5: CUTI HARI RAYA AIDILFITRI
(8/4/24-12/4/24)
A student is able to:
1.5 Density
1.5.1 arrange sequentially materials
based on density
6 measuring instruments, density and steps in
15/04/24
- 1.5.2 predict whether the materials will
19/04/24 float and sink according to density.
1.5.3 define operational definition of
density.
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 quantities and units, the use
of measuring instruments, density, and steps in
scientific investigation in the context of problem
solving and decision making; with regards to the
social values/ economy / culture of the
community
TP 1:
Recall the knowledge and science skills on the
definition of science, science laboratory,
physical quantities and units, the use of
scientific investigation.
TP 2:
Understand the definition of science, science
laboratory, physical quantities and units, the use
of measuring instruments, density and steps in
scientific investigation and able to explain their
understanding.
➢ 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 instruments.
➢ Conduct a scientific investigation of
the relationship between mass and
density for a variety of solids which
have the same volume, 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
 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.
A student is able to:
1.6 Steps in a
scientific 1.6.1 differentiate each science process
investigation skills.
1.6.2 make a sequence on the steps of
carrying out a scientific investigation in the
correct order.
7 the use of measuring instruments, density and
1.6.3 conduct a scientific investigation to
22/04/24
solve a simple problem.
- problem solving about events or natural
26/04/24
TP 3: and presents the results of
Apply the definition of science, science discussions using multimedia.
laboratory, physical quantities and units, the use
of measuring instruments, density and steps in ➢ Entrepreneurial element can be
scientific investigation to accomplish simple applied and practiced in this activity.
task.
TP 4:
Analyse 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, ➢ Teachers are recommended to use
the use of measuring instruments, density and station method of the twelve science
steps in scientific investigation in context of process skills.
problem solving about events or natural
phenomena. ➢ Design and conduct an experiment for
each group to explain the steps and
TP 4: the scientific method, namely:
Analyse the entire scientific investigation 1. Identify a problem that could be
process conducted to determine the steps that tested by a scientific investigation
can be improved, on the definition of science, 2. Construct hypothesis
science laboratory, physical quantities and units, 3. Outline how variable is manipulated
and the method of collecting data
steps in scientific investigation in context of
4. Design/ Plan and conduct scientific
investigations
phenomena. 5. Present the data collected
6. Interpreting data and results with
scientific reasoning
TP 5: 7. Make a conclusion and present a
Evaluate the entire scientific investigation report.
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.
 A student is able to:
1.7 Scientific TP 6:
attitudes and 1.7.1 support scientific attitudes and Design a presentation using multi media / visual ➢ Discussion on the importance of:
8
values in values practiced by scientists. / folio / poster / role play / drama; with creative • scientific attitudes and values
29/04/24
and innovative use of science knowledge and • practising scientific attitudes
- carrying out
1.7.2 justify the need to practice scientific skills of the definition of science, science
3/05/24 scientific attitudes and values when carrying out an laboratory, physical quantities and units, the use
investigation. investigation of measuring instruments, density, and steps in
*1/5/24
. scientific investigation in the context of problem
Hari
1.7.3 practice scientific attitudes and solving and decision making; with regards to the
Pekerja
values while carrying out a scientific social values/ economy / culture of the
investigation. community

THEME 2: MAINTENANCE AND CONTINUITY OF LIFE

LEARNING AREA:
CHAPTER 2: CELL AS THE BASIC UNIT OF LIFE | CHAPTER 3: COORDINATION AND RESPONSES | CHAPTER 4: REPRODUCTION
A student is able to:
2.1 Cell – TP1: ➢ Show cell division using various forms
2.1.1 explain that living things are made Recall the knowledge and science skills on cell of multimedia presentation (Need not
structure,
up of cells that carry out life’s functions as the basic unit of life / coordination / response introduce mitosis or meiosis). The
functions, and and undergo cell division. (Additional / reproduction formation of cancerous cells is
organization Content) discussed
TP2:
Understand cell as the basic unit of life / ➢ The structure of animal cells consists
2.1.2 demonstrate the preparation of coordination / response / reproduction and able of the cell membrane, cytoplasm,
9 slides of animal cells and plant cells to explain their understanding. nucleus and mitochondria
6/05/24 using the correct procedures.
-
10/05/24 ➢ whereas plant cell comprises of
2.1.3 communicate about each structure nucleus, cell wall, cell membrane,
in cells with their functions as well as TP3: mitochondria, chloroplasts, and
compare and contrast animal cells with Apply knowledge of cell as the basic unit of life / vacuole. [nucleus contains
plant cells. coordination / response / reproduction to chromosomes made up of
(Additional Content) accomplish simple task. deoxyribonucleic acid (DNA) which
carries genetic information].

2.1.4 explain with examples the
characteristics of unicellular and
multicellular organisms for animal cells
and plant cells. (Additional Content)
2.1.5 differentiate the types and
functions of 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.
(Additional Content)
2.1.7 appreciate and be amazed by the
existence of various organisms.
(Additional Content)
A student is able to:
2.2 Cell respiration
and 2.2.1 communicate about the process of
10
photosynthesis cellular respiration.
13/05/24
-
2.2.2 communicate about the process of
17/05/24
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.
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 / reproductionin the
context of problem
solving and decision making to carry out a task.
TP1:
Recall the knowledge and science skills on cell
as 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.
➢ 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
➢ 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
 A student is able to: TP3:
3.1 Homeostasis in Apply knowledge of cell as the basic unit of life / ➢ Gather information and carry out
living things 3.1.1 communicate about homeostasis. coordination / response / reproduction to multimedia presentations on how
accomplish simple task. homeostasis regulates body
temperature and water in the human
3.1.2 explain with examples the systems TP 4: body.
involved with homeostasis in humans and Analyse knowledge of cell as the basic unit of
animals life / coordination / response / reproduction in ➢ Carry out activities to show how the
context of problem solving about events or biological actions respond to changes
natural phenomena. to stabilise the condition of the body.
3.1.3 explain with examples the systems
involved in plant homeostasis. TP5: ➢ Gather information and make
Evaluate knowledge of cell as the basic unit of observations on how transpiration
11 life / coordination / response / reproduction in regulates water in plants.
20/05/24 3.1.4 appreciate the importance of the context of problem
- homeostasis in humans and living things. solving and decision making to carry out a task. ➢ Carry out brainstorming session to
25/05/24 discuss the importance of
TP6: homeostasis using various multimedia
*22/5/24 Design a presentation using multi media / visual presentations
Hari / folio / poster / role play / drama; with creative
Wesak 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.

CUTI PENGGAL 1

(25/5/24-2/6/24)
 4.1 Sexual and A student is able to: TP1: ➢ Gather and interpret data or
asexual Recall the knowledge and science skills on cell information about sexual and asexual
reproduction 4.1.1 compare and contrast sexual and as the basic unit of life / coordination / response reproduction:
asexual reproduction in animals and / reproduction
plants. • methods of sexual reproduction
TP2: • various types of asexual reproduction
12 Understand cell as the basic unit of life /
03/06/24 4.1.2 reason the importance of coordination / response / reproduction and able
- reproduction. to explain their understanding. ➢ Do a multimedia presentation to
07/06/24 explain the importance of reproduction
TP3: and problems that will arise if
*3/6/24 4.1.3 be grateful for the ability to Apply knowledge of cell as the basic unit of life / reproduction decreases for all living
Hari reproduce and the continuation of life as a coordination / response / reproduction to things.
Keputera gift from God. accomplish simple task.
an Agong (Additional content)

A student is able to: TP4:

4.2 Human Analyse knowledge of cell as the basic unit of ➢ Carry out multimedia presentations to
reproductive 4.2.1 identify the structures and function life / coordination / response / reproduction in observe and discuss the structures
of the male and female reproductive context of problem solving about events or and function of the male and female
system
systems. natural phenomena. reproductive systems.
4.2.2 communicate about the physical
13 changes that occur during puberty. TP5: ➢ Discuss the physical changes and
10/06/24 Evaluate knowledge of cell as the basic unit of experiences during puberty.
- life / coordination / response / reproduction in
the context of problem
14/06/24
solving and decision making to carry out a task.
4.2.3 compare and contrast the male ➢ Use thinking maps to compare and
gamete with the female gamete in the contrast the male gamete (sperm) and
reproductive system. TP6: female gamete (ovum) in terms of the
(Additional content) Design a presentation using multi media / visual structures and function
/ folio / poster / role play / drama; with creative
and innovative use of science knowledge and
A student is able to:
14 skills of the cell as the basic unit of life /
4.3 Menstrual ➢ Integrate multimedia presentation and
17/06/24 coordination / response / reproduction; in the
cycle 4.3.1 communicate about the menstrual thinking maps to explain:
- context of problem solving and decision making;
cycle and the sequence of changes in the • menstruation and menstrual cycle.
21/06/24 with regards to the social values/ economy /
uterus lining during menstruation. • relate the fertile phase with
culture of the community.
 4.3.2 relate the fertile phase of the TP1: fertilisation.
menstrual cycle to the process of Recall the knowledge and science skills on cell • the importance of practicing good
fertilisation. as the basic unit of life / coordination / response personal hygiene during
/ reproduction menstruation.
4.3.3 justify the importance of personal
hygiene during menstruation
TP2:
A student is able to: Understand cell as the basic unit of life /
4.4 Fertilisation coordination / response / reproduction and able ➢ Gather and share information about:
and pregnancy 4.4.1 communicate about the process of to explain their understanding. • fertilisation process.
fertilisation and the implantation of • the implantation process of embryo.
embryo. • the development of a zygote into an
15 TP3: embryo and subsequently into a fetus
24/06/24 4.4.2 justify the importance and functions Apply knowledge of cell as the basic unit of life / until birth.
- of placenta and umbilical cord. coordination / response / reproduction to
28/06/24 accomplish simple task.
4.4.3 describe the development of a
zygote into an embryo and subsequently TP4:
into a fetus during pregnancy until Analyse knowledge of cell as the basic unit of
birth. 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 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 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.
 16

1/7/24
- PENILAIAN PERTENGAHAN TAHUN 2024
5/7/24

4.5 Factors A student is able to:

affecting the ➢ Share information from a nutritionist
4.5.1 relate the importance of taking and to relate the cause and effect of
development
nutritious food during pregnancy to the taking healthy nutritious food during
of a foetus and health of both mother and fetus. pregnancy.
baby
➢ Solve problems of miscarriage or
17
abnormality in new born babies that is
8/07/24
4.5.2 justify the importance of avoiding the commonly associated with unhealthy
-
intake of harmful substances to the fetus. lifestyle of pregnant mothers such as
12/07/24 smoking, drugs abuse and alcohol.
4.5.3 justify the benefits of breastfeeding ➢ Gather, interpret information, and
*8/7/24 compared to formula milk on the infant’s carry out a multimedia presentation on
Awal development. the impact of breastfeeding compared
Muharram to baby formula milk in relation to the
4.5.4 realise that every living creature has infant’s development.
a right to live even if it’s in the womb. ➢ Make decision whether to breastfeed
(Additional content) or use formula milk
 A student is able to:
4.6 Infertility and
contraception 4.6.1 communicate the meaning of
infertility and how to overcome them.
4.6.2 differentiate methods of
contraception.
18
15/07/24 4.6.3 realise the importance of practicing
- frequent health screening and to get
19/07/24 immediate treatment for problems related
to reproductive system.
4.6.4 criticise the abuse of knowledge on
contraception methods and its effect to
society. (Additional content)
A student is able to:
4.7 Plant
reproduction 4.7.1 communicate about the structure
and function of each part of a flower.
4.7.2 justify the pollination process.
19
22/07/24 4.7.3 describe the process of fertilisation
- and explain the
26/07/24 formation of seeds and fruits in plants.
TP1:
Recall the knowledge and science skills on cell
as 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.
• Methods to overcome infertility -
hormone treatment, surgery and in-
vitro
• Methods of contraception for married
couples – contraceptive pills,
implants, condoms and
contraceptive devices in the uterus
(Intrauterine Contraceptive Device,
IUCD).
➢ Debate on the abuse of knowledge
regarding birth control methods and
their effect to society.
➢ Dissect different type of flowers
to identify the structure with its
function which include:
• male part of the flower
• the female part of the flower
➢ Gather, interpret data, and
share relevant information on
the following:
• pollination process.
• self -pollination and cross-
pollination.
• the advantages of cross-
pollination.
➢ The application of cross-
pollination in agriculture.
➢ Discuss and carry out
multimedia presentation on the
 TP5:
4.7.4 describe the germination process of Evaluate knowledge of cell as the basic unit of
seed. life / coordination / response / reproduction in
the context of problem
solving and decision making to carry out a task.
4.7.5 solve problems if germination does
not occur
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.
THEME 3: EXPLORATION OF ELEMENTS IN NATURE
LEARNING AREA:
CHAPTER 5 MATTER | CHAPTER 6 PERIODIC TABLE | CHAPTER 7 AIR
A student is able to:
5.1 Matter in TP1:
nature 5.1.1 state that almost everything that Recall the knowledge and science skills on
exists in nature is matter. matter / the periodic table / air.
5.1.2 prove that living things and non-
20 living things have mass and occupy TP2:
20/07/24 space. Understand of matter / the periodic table / air
- and able to explain their understanding.
5.1.3 differentiate the physical properties
2/08/24
and chemical properties
of matter.
TP3:
Apply knowledge of matter / the periodic table /
5.1.4 classify materials by the different air to explain natural phenomena to accomplish
characteristics.
simple task.
process of fertilisation in plants
and the formation of fruits and
seeds.
➢ Conduct an experiment to
determine the required
conditions for the germination of
seeds.
➢ Collect and interpret data on the
following:
• functions of the different parts of
a seed.
• physical changes to the seed
during germination in terms of
the growth of the radicle, the
plumule and the cotyledon.
➢ 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.
 A student is able to: TP4:
5.2 Three states of Analyse knowledge of matter / the periodic table ➢ Carry out simulations to conceptualise
matter 5.2.1 generalise that matter consists of / air in context of problem solving about events that matter is made up of small and
particles. or natural phenomena. discrete particles.

➢ Carry out visual presentations about

5.2.2 compare and contrast three states TP5: the three states of matter in terms of
of matter based on the kinetic theory in Evaluate matter / the periodic table / air in the the arrangement and movement of
terms of the arrangement and context of problem solving and decision making particles and relation to the physical
movement of particles. to carry out a task. properties of solids, liquids and gas
(volume, shape, density and
compressibility).

5.2.3 use space-time relationships to ➢ Carry out experiments to determine

21 compare rate of diffusion in three states of
05/08/24 matter. (Carry out experiments to
- determine the rate of diffusion, example
09/08/24 copper(ll) sulphate in two states of matter
(solid and liquid).
5.2.4 describe the change in state of
matter, in terms of 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.
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.
the rate of diffusion, example
copper(ll) sulphate in two states of
matter (solid and liquid).
➢ 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
 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
6.1 Classification A student is able to:
of elements
6.1.1 conclude that all matter consists of
atoms.
6.1.2 differentiate between atoms and
molecules as well as elements and
compounds.
6.1.3 identify the position of metal, non-
metal, and inert gases in the periodic
22 table.
12/08/24
- context of problem solving and decision making
16/08/24
6.1.4 differentiate the characteristics of
metals and non-metals.
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. (Additional content)
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
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 of problem solving and decision making;
with regards to the social values/ economy /
culture of the community.
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.
➢
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
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.
 A student is able to: TP1:
6.2 Mixtures Recall the knowledge and science skills on ➢ Conduct activities to separate a
6.2.1 communicate about examples of matter / the periodic table / air. mixture using various methods
23 mixtures in daily life such as filtration, distillation,
19/08/24 TP2: separation by using magnets,
- 6.2.2 solve problem of separating Understand of matter / the periodic table / air sedimentation, flotation, and
23/08/24 mixtures through activities based on the and able to explain their understanding. chromatography
different characteristics of material
and physical methods
TP3:
A student is able to: Apply knowledge of matter / the periodic table /
6.3 Compounds air to explain natural phenomena to accomplish ➢ Use various forms of multimedia to
6.3.1 communicate about compounds in simple task. illustrate the used of compounds in
daily life. daily life.

6.3.2 demonstrate the formation of TP4: ➢ Carry out activities of heating metal
compounds between metal and non- Analyse knowledge of matter / the periodic table and non-metal to produce a
metal. / air in context of problem solving about events compound.
24 or natural phenomena.
26/08/24 6.3.3 conclude that mass is conserved
- during chemical change. ➢ Conclude and record that:
30/08/24 TP5: • mass is conserved during chemical
6.3.4 separate compounds through Evaluate matter / the periodic table / air in the change.
chemical methods. context of problem solving and decision making • compound can be separated through
to carry out a task. chemical method.
• differences in physical changes and
6.3.5 differentiate between chemical chemical changes during the
change and physical change. TP6: formation of compounds.
Design a presentation using multi media / visual ➢ Create and carry out a multimedia
6.3.6 differentiate between mixtures and / folio / poster / role play / drama; with creative presentation on the similarities and
compounds. and innovative use of science knowledge and differences between mixtures and
skills of matter / the periodic table / air in the compounds
context of problem solving and decision making;
with regards to the social values/ economy /
25 culture of the community.
7.1 Composition of A student is able to: ➢ Carry out activities to determine the
02/09/24
air percentage of oxygen in air.
- 7.1.1 plan ways to determine and record
06/09/24 the composition of air.

7.1.2 synthesis the composition of air from
a pie charts.
7.1.3 justify the importance of 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.
7.1.4 appreciate the carbon cycle and the
oxygen cycle in maintaining the
composition of gases in the air.
(Additional content)
A student is able to :
7.2 Combustion
7.2.1 conclude about the conditions
needed for combustion.
26 7.2.2 relate the conditions of combustion
09/09/24 with the principles used in the
- manufacture of fire extinguishers.
13/09/24
7.2.3 practice safety measures to prevent
the occurrence of fire which can lead to
the destruction of life and property.
(Additional content)
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.
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.
➢ Interpret a pie chart on the
composition of the air to realise that
air is a mixture.
➢ 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.
➢ 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.
 CUTI PENGGAL 2 (14/9/24 – 22/9/24)

A student is able to:

27
7.3 Air pollution ➢ Discuss and share ideas of air
23/09/24
7.3.1 define air pollution and air pollution such as haze that frequently
- hit our country and the sources that
pollutants.
27/09/24 cause these pollutions.
7.3.2 communicate about air pollutants
and the causes. ➢ Collect, interpret, and share
information about:
7.3.3 justify steps to prevent and control • steps taken by authorities in
air pollution. controlling air pollution.

7.3.4 solve problems on the adverse ➢ adverse effects of air pollution on

effects of air pollution. living things and the environment.
 THEME 4: ENERGY AND SUSTAINABILITY OF LIFE
LEARNING AREA:
CHAPTER 8 LIGHTS AND OPTIC
A student is able to:
8.1 Usage of TP1: ➢ Use the screen and plane mirror to
8.1.1 differentiate between a real image Recall the knowledge and science skills on show the difference between real
mirrors
mirrors / characteristic of light / reflection of light
and a virtual image. images and virtual images.
/ refraction
of light / dispersion of light / scattering of light / ➢ Carry out an activity to determine:
8.1.2 Communicate about the addition and subtraction of light. • characteristics of the image formed
characteristics of image formed by a when the light incident on the plane
plane mirror, concave mirror and convex mirror. concave mirror (enlarge
mirror image) and convex mirror (shrink
. TP2: image).
Understand mirrors / characteristic of light /
8.1.3 state that the object distance is
reflection of light / refraction of light / dispersion • the object distance and image
28 equal to the image distance in a plane distance in a plane mirror with a
of light / scattering of light / addition and
30/09/24 mirror sketch diagram
subtraction of light and able to explain their
- understanding. ➢ Discuss by using a multimedia
04/10/24 8.1.4 use the plane mirror to apply the presentation about these applications
concept of reflection of light. • plane mirror
TP3:
Apply mirrors / characteristic of light / reflection • concave mirror
8.1.5 justify the application of concave
of light / • convex mirrors.
mirror and convex mirror in daily life.
refraction of light / dispersion of light / scattering
8.1.6 construct an optical instrument to of light / addition and subtraction of light through
ppreciate the use these of optical a simple task.
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.
A student is able to:
8.2 Characteristics
of light 8.2.1 communicate about the properties of
light.
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. ➢ Carry out an activity to design an
optical instrument e.g. periscope or
kaleidoscope.

A student is able to: TP5:

8.3 Reflection of Evaluate mirrors / characteristic of light /
8.3.1 state the characteristics of image reflection of light / refraction of light / dispersion
light
formed by a plane mirror of light / scattering of light / addition and
subtraction of light in the context of problem
solving and decision making to carry out a task.
8.3.2 communicate about the Law of
Reflection.
TP6:
8.3.3 draw ray diagrams to show the Design a presentation using multi media / visual
reflection of light / folio / poster / role play / drama; with creative
and innovative use of science knowledge and
29
skills of mirrors / characteristic of light / reflection
07/10/24 8.3.4 solve problems in daily life with the
of light / refraction of light / dispersion of light /
- application of reflection of light. scattering of light / addition and subtraction of
11/10/24 light in the context of problem solving and
decision making; with regards to the social
values/ economy / culture of the community.
➢ 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.
 A student is able to:
8.4 Refraction of ➢ Collect and interpret this information
light 8.4.1 Generalise that refraction about the following
occurs when light moves • Refraction of light
through medium of different densities.
➢ Carry out activities to show that light
8.4.2 draw ray diagrams to show TP1: refract away when travel from a
refraction of light when light propagate Recall the knowledge and science skills on medium to another medium with
30
from one medium to another mirrors / characteristic of light / reflection of light different density.
14/10/24
medium of different densities. / refraction
- of light / dispersion of light / scattering of light /
18/10/24 addition and subtraction of light.
8.4.3 generalise the relationship between ➢ Carry out an experiment to study the
the angle of incidence, i and angle of relationship between the angle of
refraction, r, when light travels from a incidence, i and angle of refraction, r.
medium of low density to a medium of
high density. ➢ Conduct a library research and make
TP2: the presentation of the phenomenon
8.4.4 justify the applications of refraction Understand mirrors / characteristic of light / of refraction.
of light in daily life. reflection of light / refraction of light / dispersion
of light / scattering of light / addition and
A student is able to:
subtraction of light and able to explain their
8.5 Dispersion of understanding. ➢ Collect and interpret information
light 8.5.1 communicate about the about the dispersion of light and
dispersion of light. phenomena related to the dispersion
of light.
8.5.2 explain with an example the
TP3:
dispersion of light in daily life. ➢ Carry out activities to study the
31 Apply mirrors / characteristic of light / reflection
of light / refraction of light / dispersion of light / following:
21/10/24
scattering of light / addition and subtraction of • dispersion of light by using prism
-
light through a simple task. • formation of rainbow.
25/10/24
A student is able to:
8.6 Scattering of ➢ Using various forms of multimedia for
light 8.6.1 communicate about scattering of interpreting information about
light using various forms of multimedia for scattering of light.
interpreting information about scattering of
light. ➢ Carry out activities to study the effect
of scattering of light.
8.6.2 explain with an example scattering
of light in daily life
 ➢ Collect and interpret information
about the following
• scattering of light
natural phenomena such as blue sky
TP4: and reddish sunset.
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.

A student is able to:

8.7 Addition of ➢ Carry out activities to study:
light and 8.7.1 identify primary colours
TP5:
subtraction of • the addition of light using the primary
Evaluate mirrors / characteristic of light /
reflection of light / refraction of light / dispersion colour filter to produce secondary
light
8.7.2 identify the addition of primary of light / scattering of light / addition and colour (cyan, magenta and yellow
colours to produce secondary colours. subtraction of light in the context of problem • subtraction of light that occurs when
solving and decision making to carry out a task. light is absorbed or subtracted by
8.7.3 communicate about subtraction of colour filters.
light. • the difference between the addition
and subtraction of light.
TP6:
8.7.4 record the colours formed on the
Design a presentation using multi media / visual
screen when light passes through colour / folio / poster / role play / drama; with creative Gather information and do a
32 filters. and innovative use of science knowledge and multimedia presentation
28/10/24 skills of mirrors / characteristic of light / reflection
- 8.7.5 differentiate the addition and of light / refraction of light / dispersion of light /
01/11/24 subtraction of light. scattering of light / addition and subtraction of
light in the context of problem solving and
*30/10- decision making; with regards to the social
8.7.6 explain with examples addition and
1/11 values/ economy / culture of the community.
subtraction of light in daily life.

Cuti
Deepavali
 THEME 5: EXPLORATION OR EARTH AND SPACE
LEARNING AREA:
CHAPTER 9 EARTH
A student is able to:
9.1 System and TP1: ➢ Create a multimedia presentation
structure of the 9.1.1 communicate about the system of Recall the knowledge and science skills on about the Earth structure that consist
Earth the Earth about the Earth’s structure/geo-disasters/Earth’s of four main spheres that is
resources. hydrosphere, atmosphere, biosphere
9.1.2 explain differences in Earth layers and geosphere.
based on its composition and physical TP2: • Atmospheric stratification and its
characteristics. Understand the Earth’s structure/geo-
role, including the depletion of the
disasters/Earth’s resources and able to explain
their understanding. ozone layer. Introduce that
9.1.3 realise that Earth is the only place temperature and pressure changes
that can sustain life based on its physical TP3: with altitude in the atmosphere.
characteristic. (Additional content) Apply knowledge on the Earth’s structure/geo- • Ocean stratification from the surface
33 . disasters/Earth’s resources to accomplish to the dark zone including the
04/11/24 simple task. distribution of life forms in them.
-
08/11/24 TP4: ➢ Distribution of other water bodies on
Analyse knowledge of knowledge on the Earth’s Earth such as seas, rivers, glasiers,
structure/geo-disasters/Earth’s resources in clouds and ground water are also
context of problem solving about events or introduced.
natural phenomena.
➢ Create a visual presentation to show
TP5: the differences between crust,
Evaluate about the Earth’s structure/geo- mantle and core of the Earth
disasters/Earth’s resources in the context of including the lithosphere,
problem solving and decision making to carry
asthenosphere & mesosphere.
out a task.

TP6: ➢ Discuss that the Earth is the only

Design a presentation using multi media / visual home for every living organism.
A student is able to: / folio / poster / role play / drama; with creative
34 9.2 Substance of and innovative use of science knowledge and ➢ Carry out an activity and present a
11/11/24 the Earth 9.2.1 explain type and characteristic of skills of the Earth’s structure/geo- multimedia presentation on the three
disasters/Earth’s resources in the context of types of rocks e.g., igneous rocks,
- rocks.
problem solving and decision making; with
15/11/24 sedimentary rocks and metamorphic
regards to the social values/ economy / culture
9.2.2 communicate on how to differentiate of the community. rocks based on its formation.
the process of rock formation.
 A student is able to:
9.3 Main processes ➢ Gather information about exogenic
of the Earth 9.3.1 explain the different Earth and endogenic processes and
processes that effect the changes on present it using a multimedia
Earth. presentation.

9.3.2 communicate about exogenic and ➢ Exogenic process – weathering,

endogenic processes. erosion, mass depletion, land
depletion, transport, and
sedimentation.
35
18/11/24 ➢ Endogenic process – mantle
- convection process, magma activity,
22/11/24 Earth crust movement (tectonic
layer)
A student is able to:
9.4 Geohazard ➢ Collect, interpret data through a
phenomena 9.4.1 communicate about geohazard. multimedia presentation on
geohazards e.g., earthquake,
9.4.2 generate ideas on how science and volcanism, land slide, tsunami, global
technology is used to prepare for warming, acid rain, quicksand and
geohazards. sinkholes
➢ Discuss and share ideas on how
science and technology can be used
9.4.3 realise that environmental disasters to prepare for the possibilities of
effect human livelihood. geohazards.
(Additional content)
Using various media to explain
impact of environmental disasters
e.g., loss of life, loss of property,
diseases, and starvation. Highlight
the need to sympathise with victims
of environmental disaster.
 A student is able to:
9.5 Age of the ➢ Gather and share information about
Earth 9.5.1 communicate about geological time the geological time scale of the Earth
scale of the Earth. and method to determine the age of
the Earth.
9.5.2 explain the method to determine the
36 age of the Earth. ➢ Using visual graphic presentation to
25/11/2024 present about fossils and relate it to
- 9.5.3 communicate about fossils. using earth history.
29/11/2024 visual graphic presentation to present
about fossils. ➢ Discuss how knowledge on fossils
can help modern science
9.5.4 reason about the importance of
fossils in the advancement of
contemporary science.

37
02/12/24
-
06/12/24
UJIAN AKHIR SESI
38
AKADEMIK T1-T3
09/12/2024 SESI 2024/2025
-
13/12/2024

39 PER

16/12/24 PERBINCANGAN KERTAS PEPERIKSAAN

-
20/12/24

CUTI PENGGAL 3
21/12/24- 29/12/24
 40 PROGRAM SELEPAS
30/12/24 PEPERIKSAAN
-
03/01/25

41

06/01/25 PROGRAM SELEPAS PEPERIKSAAN

-
10/01/25

42

13/01/25 PROGRAM SELEPAS PEPERIKSAAN

-
17/01/25