THEME: INTRODUCING SCIENCE

Learning Area: 1.0 Introduction to Science
Week Learning Objective Suggested Learning Activities Learning Outcome Notes Vocabulary

U N IT 1 :ntroducing the content of Science Curriculum for Form 1. I 1 2 – 6 Jan 1.1 Understanding that science is part of everyday life. Describe examples of natural phenomena that students see around them: A student is able to: • List what he sees around him that is related to science. Explain the importance of science in everyday life. Name some careers in science such as: a) Science teachers. b) Doctors. c) Engineers. During the learning activities, bring out the science concepts benefit – faedah careers – kerjaya discuss – bincangkan educators – pendidik importance – kepentingan professionals – profesional related – perkaitan role play – main peranan talks – ceramah natural phenomena fenomena alam.

a)

Growth of human from a baby to an adult.

b)
ground.

Fall of a ball to the Melting of ice.

• •

c)

Discuss the uses and benefits of science in everyday life. Attend talks on careers in science. 2 9 – 13 Jan 1.2 Understanding the steps in scientific investigation. Carry out a scientific investigation/experiment, e.g. “To find out what affect the number of times the pendulum swings back and forth (oscillations) during the given time” The student will be: a) Determining ‘what I want to find out’ (identifying the problem). b) Making a smart guess (forming a hypothesis). c) planning how to test the hypothesis (planning the experiment):

A student is able to: • State the steps in scientific investigation/experim ent. • Carry out is scientific investigation.

Scientific investigation involves the use of science process skills.

affect – mempengaruhi conditions – keadaan determine - menentukan emphasizes – menekankan hypothesis – hipotesis identify – mengenal pasti investigation – penyiasatan involves – melibatkan measure – ukur observe – memerhati oscillation - - ayunan lengkap swings back and forth – berayun pergi dan balik

• •

Identify the varieties.

Determine the apparatus and materials required.

Science Form 1 – Yearly Plan 2011

what they have kept the same and what they have measured.3 Knowing physical quantities and their units. S. temperature and electrical current.I is an abbreviation for the French term System International of Unites which means abbreviation – singkatan appropriate – sesuai corresponding symbols – symbol berpadanan electric current – arus elektrik length – panjang mass – jisim measurement – ukuran physical quantities – kuantiti fizikal prefixes imbuhan symbol –simbol value – nilai 3 16 – 20 Jan 1. Students emphasize the steps they have taken: what they have changed. • State the S. g) Deciding whether the hypothesis is true (Making conclusions). mass. Find the value of these prefixes. centi-. etc. A student is able to: • State physical quantities: length. Find the symbols used for these units of measurement. h) Writing a report on the investigation (Reporting ). Find word with the prefixes used in measurements such as kilo-. and kiloidentify and use appropriate prefixes in the measurement of Science Form 1 – Yearly Plan 2011 . their values and units found on product descriptions. • • State the symbols and values of prefixes for units of length and mass: mili-.Week Learning Objective d) e) Suggested Learning Activities Carrying out the experiment Writing down what has been observed (Collecting data). and mili-. mass. Product descriptions can be found on labels. f) Finding the meaning for what has been observed (analyzing and interpreting data). boxes of electrical appliances.I units and the corresponding symbols for these physical quantities. food packets. time. Student can be asked to be report on their investigations to the class. temperature and electric current. centi-. Learning Outcome Note s Vocabula ry pendulum – bandul variable – pemboleh ubah This helps the teacher to identify the student’s capability to carry out a scientific investigation. . time. Identify physical quantities (length.

Estimate the area of regular and irregular shapes using graph paper. thread and calipers. beam balance – neraca slot determine – menentukan difference – perbezaan force – daya lever balance –neraca tuas mass – jisim pull – tarikan spring balance – neraca spring weight – berat Science Form 1 – Yearly Plan 2011 . Determine the volume of regular Dan irregular solids using the water displacement method. Discuss weight as the pull of the earth (Gravitationalforce) on an object. • Explain the concept of weight.Week 4 23 – 27 Jan Learning Objective 1. Apply the above measurement skills in the context of experiment Learning Outcome A student is able to: • Choose the right tool and measure length in the context of an experiment.4 Understanding the use of measuring tools. Note s Make sure students take measurements correctly and accurately. Discuss the right choice of tool in making measurements. Vocabula ry calipers – angkup curve – garis lengkung displacement – sesaran estimate –mengaanggarkan irregular – tidak sekata regular – sekata volume –isipadu 5 30 Jan – 3 Feb 1. Discuss mass as quantity of matter. Suggested Learning Activities Measure the length of straight lines. A student is able to: • Determine the weight of an object. • Estimate area of regular and irregular shapes using graph paper in the context of an experiment. kilogram Carry out an experiment where students have to apply the measurement skills of mass or weight. Finds the weight of different objects using a spring balance. • Determine the volume of solids using water displacement method in the context of an experiment. pipette and burette. Find the mass of different objects using beam/lever balance or lever balance. Discuss the difference between mass and weight. Apply the skills of using the spring balance and beam/lever balance in the context of an experiment. • Explain the difference between mass and weight. Measure volume of liquids using measuring cylinder. • Explain the concept of mass. • Choose the right tool and measure the body temperature and temperature of a liquid. curves and the diameter of objects using rulers. • Choose the right tool and measure the volume the liquid in the context of an experiment. • Determine the mass of an object.5 Understanding the concept of mass. Measure the body temperature and temperature of water. Newton Unit for mass . Unit for weight . • Apply the use of spring and beam/lever balance in the context of an experiment.

Learning Outcome A student is able to: • Identify that cell is the basic unit of living things. mile. tahil. Suggested Learning Activities Discuss the various units of measurements.g. Vocabula ry act out – lakonkan advantages – kebaikan arise – timbul disadvantages –keburukan realizing – menyedari standard – piawai scene – babak various – pelbagai TH EME: MAN A N D THE VARIET Y O F LIV ING THINGS Learning area: 2. e. Suggested Learning Activities Gather information on living organisms and identify the smallest living unit that makes up the organism. • Label the general structure of an animal and a plant cell. • Prepare slides following the proper procedures.0 Cell as a unit of life Week 7 13 – 17 Feb Learning Objective 2. buying things at the market. chloroplast and vacuole. • State the similarities and differences between the two cells.6 Realizing the importance of standard units in everyday life. units for length (feet. Prepare slides of cheek cells and onion cells. protoplasm (cytoplasm and nucleus). • Use a microscope properly. using the correct procedure Draw and label the different structure of an animal cell and a plant cell. The usage and handling of a microscope is introduced here. cell membrane. Discuss the advantages and disadvantages of using different units of Learning Outcome A student is able to: • Give examples of problems that may arise if standard units are not used. gram.1 Understanding cells.. ounce. Vocabulary Animal cell – sel haiwan Cell wall – dinding sel Cheek cell – sel pipi Chloroplast – kloroplas Cytoplasm – sitoplasma Handling – mengendalikan General – umum Microscope – mikroskop Nucleus – nukleus Onion Plant cell – sel tumbuhan Precautions – langkah berjaga Prepare – sediakan Protoplasm – protoplasma Remind – ingatkan Sample – sampel Slide – slaid Structure – struktur Vacuole . Act out a scene to show the problem caused by not using standard units e. Note s Get assistance from English Language teachers in preparing the script for the act. yard.g. and kilogram). • Identify the general structure of an animal cell and a plant cell.vakuol – bawang merah Science Form 1 – Yearly Plan 2011 . units for weight (pound. Notes General structure of a cell includes cell wall. chain. and kilometer).Week 6 6 – 10 Feb Learning Objective 1. Gather information on cell structure and discuss their functions. • State the function of each cell structure. Study the general structure of cheek cells and onion cells under a microscope. Compare an animal cell and a plant cell. kati. Remind pupils of the safety precautions to be taken when preparing samples of cheek cells. meter.

unicellular and multi cellular cards. Students use reference materials and/or information to match the three cards for each organism.Week 8 20 – 24 Feb Learning Objective 2. Observe examples of unicellular organism and multi cellular organism under a microscope. Provide students with picture cells.3 Understanding that cells form tissues. Arrange sequentially – susun mengikut urutan Cell – sel Function – fungsi Human being – manusia Ladder – tangga Organ – organ Organization of cells – organisasi sel System – sistem Simple Complex organism – organisasi kompleks Science Form 1 – Yearly Plan 2011 . system and organism.2 Understanding unicellular organism and multi cellular organism Suggested Learning Activities Gather information about unicellular organisms and multi cellular organisms. Gather information and discuss the following: a) types of human cells b) functions of different types of human cells Use a graphic organizer (e. A student is able to: • Explain why human beings are complex organism. • State the function of different types of human cells.: ladder of hierarchy) to show the organization of cells: Cell → tissue → organ → system → organism Learning Outcome Notes Vocabulary 9 27/2– 3/3 2. name cards. organ.4 Realizing that humans are complex organism. organs and systems in the human body. A student is able to: • Name the different types of human cells. Discuss why human beings are complex organism. 10 6/3 – 10/3 2. tissue.g. • Arrange sequentially cell organization from simple to complex u s i n g the terms cell.

0 Matter Week 11 20/3 – 24/3 Learning Objective 3.1 Understanding that matter has mass and occupies space. Notes Vocabulary Air – udara Living things – benda hidup Mass – jisim Matter – jirim Occupies – memenuhi Water – air Soil – tanih A student is able to: • State the matter is made up of particles. • State the arrangement of particles in the three state of matter. List examples of matter. Application – aplikasi Appreciating – menghargai Applies – mengaplikasi Built – bina Floats – pelampung Gases – gas Properties – sifat Raft – rakit Store .TH EME: M AT T IN NATURE ER Learning Area: 3. floats etc. 12 27/3 – 31/3 3.3 Appreciating the use of properties of matter in everyday life. • Carry out activities to show that air. soil and living things have mass and occupy space. Carry out an activity to explore the applications of the concept of floating and sinking related to density. • Carry out an a c t i v i t y t o explore t h e applications of the concept o f floating and sinking related to density. show that thing such as book. b) The movement of particles.menyimpan Science Form 1 – Yearly Plan 2011 . b) Man uses the concept of density in making rafts. soil and living thing have mass and occupy space. water.2 Understanding the three state of matter Gather information and discuss: a) what matter is made up of b) What the three state of matter are. Suggested Learning Activities Through activities. water. • Explain what matter is. air. Gather information and discuss: a) Man uses his knowledge of different state of matter to store and transport gases and liquid. • State the differences in the movement of particles in the state of matter. Particle – zarah Simulate – membuat simulasi Arrangement – susunan Movement – gerakan State of matter – keadaan jirim 3. A student is able to: • Describe h o w m a n u s e s t h e different state of matter. and to relate things and matter. • Describe how man applies the concept of density. • State the three state of matter. Compare the three states of matter in term of: a) The arrangement of particles. Discuss what matter is. Simulate the arrangement and movement of particles in the three 13 03/04 – 07/04 14 10/04 – 14/04 OTI 1 Learning Outcome A student is able to: • State that thing has mass and occupy space.

compounds and mixture are. minerals. • give examples of elements. compounds and mixture are. air. conductivity of heat and conductivity of electricity.sebatian components komponen conductivity – kekonduksian electricity – elektrik element – unsur harness – kekerasan heat – haba mixture – campuran separate –mengasingkan understanding – memahami Carry out activities to compare the properties of metals and non-metals in terms of appearance. 4. hardness. fossil fuels and living things. soil. b) mixture of sand and salt A student is able to: • carry out activities to compare the properties of different metal and non. Compare and contrast the properties of elements. • classify elements as metals and non metals based on their characteristics. Carry out activities to separate the component of mixture e. c) examples of elements. compounds and mixtures Gather information and discuss a) what elements. i. compounds and mixture.metals. A student is able to: • State those elements.e. Notes Vocabula ry life – kehidupan knowing – mengetahui Resources – sumber to sustain life – menyokong kesinambungan kehidupan 4. compounds and mixture.2 Understanding 16 24/04 – 28/04 elements.1 Knowing the different Gather information about the resources resources on earth.0: The Variety of Resources of Earth Week 15 17/04 -21/04 Learning Objective Suggested Learning Activities Learning Outcome A student is able to: • list the resources on earth needed to sustain life. on earth. • Give examples of metals and nonmetals. compounds and mixture appearance – rupa characteristic – ciri classify – mengelaskan compound . metals and non-metals.Learning Area: 4. b) what metals and nonmetals are. • state the differences between elements.: a) mixture of iron things and sulphur powder. • Carry out activities to sepa rate the component of Science Form 1 – Yearly Plan 2011 . compounds and mixture. • List the resources on earth used to everyday life. water.g.

Suggested Learning Activities Gather information on: a) the composition of air. fossil fuels and living things) to man. microorgan ism and Vocabular y carbon dioxide –karbon dioksida composition –komposisi dust – habuk microorganism – mikroorganisma nitrogen – nitrogen oxygen – oksigen inert gas – gas nadir water vapour – wap air Carry out activities to show: a) the percentage of oxygen in air. b) that air contains water vapour.1 Understanding what air is made up of (the composition of air). The Air Around Us Week 18 08/05 – 12/05 Learning Objective 5. • practice reusing and cycling of materials e. Notes Air is a mixture of nitrogen. Suggested Learning Activities Discuss the importance of earth’s resources (water.: recycling of paper will help reduce the cutting of trees. microorganism and dust. using old unfinished exercise books as note books and collecting old newspapers for recycling. . water vapour. Learning Outcome A student is able to: • state what air is made up of. Notes Vocabula ry Learning Area: 5. b) that air contains water vapour. • state the importance of the preservation and conservation of resources on earth.g. Gather information on the preservation and conservation of resources on earth. carbon dioxide. • state the average percentage of nitrogen. microorganism and dust • carry out activities to show: a) the percentage of oxygen in air. air. mineral. Science Form 1 – Yearly Plan 2011 . Discuss the importance of the preservation and conservation of resources on earth (e. • explain why air is a mixture.g. oxygen. conserving clean water prevents water shortage).3 Appreciating the importance of the variety of earth’s resources to man. inert gases.0. oxygen and carbon dioxide in air. b) The percentage of nitrogen.Week 17 01/05 – 05/05 Learning Objective 4. soil. oxygen and carbon dioxide in air. Draw a concept map to show the relationship between these resources to the basic needs of life. Learning Outcome A student is able to: • explain the importance of variety of earth’ resources to man. • state the meaning of the preservation and conservation of resources on earth.

Carry out activities to show the properties of oxygen and carbon dioxide in the following aspects: a) solubility in water. Notes Vocabulary lime water – air kapur glowing – berbara indicator – penunjuk reaction – tindak balas solubility . carbon dioxide and water vapor are the products of respiration. • A student is able to: • identify oxygen and carbon dioxide based on its properties. (b) Give out carbon dioxide. • Carry out an experiment to show that living things use oxygen and give out carbon dioxide during respiration. litmus paper.2 Understanding the properties of oxygen and carbon dioxide. living things (a) use oxygen. limewater.Week 19 15/05 – 19/05 Learning Objective 5.keterlarutan wooden splinter – kayu uji 20 22/05 – 26/05 27/05 – 11/06 OTI 2 (MID YEAR EXAM) MID YEAR BREAK 21 12/06 – 16/06 5. b) reaction with sodium hydroxide. • Compare and contrast the content of oxygen in inhaled and exhaled air in humans. A student is able: • State that oxygen is needed for respiration. A student is able: • state that energy. • Choose a suitable test for oxygen and carbon dioxide. bicarbonate Learning Outcome A student is able to: • List the properties of oxygen and carbon dioxide. Suggested Learning Activities Gather information on the properties of oxygen and carbon dioxide.3 Understanding oxygen is needed in respiration Gather information and discuss respiration: Carry out an experiment to show that during respiration. c) the effect on: Glowing and burning wooden splinter. • relate that living things use oxygen and give out carbon dioxide during respiration.yis Science Form 1 – Yearly Plan 2011 . carbon dioxide – karbon dioksida energy – tenaga exhaled air – udara hembusa n inhaled – udara sedutan oxygen – oksigen role – peranan rate of respiration – kadar respirasi water vapour – wap air yeast .

c) the sources of air pollutants. b) ways to keep the air clean. • list examples of air pollutants. Suggested Learning Activities Gather information and discuss combustion. e) the steps needed to control air pollution. Carry out a project to study: a) air pollution in an are around the school.5 Realizing the important of keeping the air clean. b) examples of air pollutants. • practice habits that keep the air clean describe – perihalkan habits – amalan suggest – cadangkan Science Form 1 – Yearly Plan 2011 . d) the effect of air pollutant on man and the environment. • Explain the steps needed to prevent and control air pollution. Gather information and discuss: a) how life would be without clean air.4 Understanding oxygen is needed for combustion (burning). A student is able to: • describe how life would be without clean air.Week 22 19/06 – 23/06 Learning Objective 5. b) The effect of air pollution Learning Outcome A student is able to: • explain what air pollution is. • suggest ways to keep the air clean. • list the sources of air pollution. Notes Vocabulary air pollution – pencemaran udara control – mengawal effect – kesan analysing – menganalisis environment – alam sekita r prevent – mencegah pollutant – bahan pencem ar sources – sumber 23 26/06 – 30/06 5. c) habits that keep the air clean Carry out an activity to show the pollutants in cigarette smoke. Carry out experiments to: a) show that oxygen is.

c) the ways to increase efficient use of 26 17/07 – 21/07 6. • carry out an activity from potential to kinetic energy and vice versa. Discuss the importance of conserving energy sources. Suggested Learning Activities Gather information about the various forms and sources of energy and energy changes. Discuss the sun and the primary source of energy. b) the uses of solar energy. Gather information and discuss the meaning of renewable and nonrenewable energy sources: Carry out a project on: a) renewable and non-renewable energy sources.TH EME: ENERGY Learning area: 6. models and posters.2 Understanding renewable and nonrenewable energy. Learning Outcome A student is able to: • list the various forms of energy. • proup the various sources of energy into renewable and nonrenewable.spring energy changes – perubahan bentuk tenaga form – bentuk inclines slope – satah condong kinetic energy –tenaga kinetic potential energy –tenaga keupayaan primary source –sumber utama various – pelbagai vice versa – sebaliknya A student is able to: • define renewable and nonrenewable sources of energy.1 Understanding various forms and sources of energy. Note s Vocabulary coil . • identify energy changes.3 Realizing the importance of conserving energy sources. Science Form 1 – Yearly Plan 2011 . • explain why we need to conserve energy. • from kinetic energy to potential energy for example the winding of a coil in a toy car 25 10/07 – 14/07 6. brain storming etc. Project includes of making scrap books. Carry out activity to see the energy change • from potential to kinetic energy for example a ball rolling down an inclined slope.0 Sources of energy Week 24 03/07 – 07/07 Learning Objective 6. • identify the sun as primary source of energy. efficient – cekap conserve – memelihara nonrenewable – tidak boleh diperbaharui renewable – boleh diperbaharui solar energy – management – pengurusan Discussion can be in the form of forums . • list the various sources of energy. • suggest ways to use energy A student is able to: • describe the importance of conserving energy sources. Discuss the use and management of energy sources. Explain the use and management of energy sources.

(ball and ring. • give examples of the uses of heat.Learning Area: 7. liquids and gases to expand and contract • State that heat flows in three different ways (conduction. • state that heat is a form of energy. Suggested Learning Activities Carry out activities to show: a) the sun give out heat.0 Heat Week 27 24/07 – 28/07 Learning Objective 7. liquids and gases to expand and contract. c) heat and temperature are not the same (Ask student to predict and observe how the temperatures change. heat and temperature b) the uses of heat in our daily life. Carry out activities to know that heat causes solids.g. Discuss: • state the difference between a) that heat is a form of energy. when they mix volumes of hot and cold water). e. • State that heat flows from hot to cold. • state other sources of heat. Note s Vocabulary daily life – kehidupa n harian difference – perbezaan examples – contoh gives out – mengeluark an heat – haba meaning – maksud temperature – suhu A student is able to: • state the meaning of temperature.2 Understanding heat flow and its effect. convection and radiation).1 Understanding heat as a form of energy. Explain the effect of heating and cooling on the volumes of solids. A student is able to: • state that causes solids. conduction – konduksi contract – menegcut convection – perolakan expand – mengembang flow – mengalir gas – gas insulator – penebat land breeze – bayu darat liquid – cecair natural phenomena – fenomena alam radiation – sinaran sea breeze – bayu laut Science Form 1 – Yearly Plan 2011 . b) ways to produce heat. c) what temperature is d) the difference between temperature and heat 28 31/07 – 04/08 7. liquids and gases. Learning Outcome A student is able to: • state that the sun give out heat. mercury in thermometer and air in round-boomed flask) Carry out activities to show how heat flows by conduction and radiation.

A student is able to: • explain with examples the use of expansion and contraction of matter in daily life. condensation and sublimation. • explain that change in state of matter involves absorption and release of heat. e) the uses of heat conductors and heat insulators in daily life Carry out an experiment to investigate different materials as heat insulators. • give examples of daily observation which show a change in state of matter Physical processes include melting. • apply principle of expansion and contraction of matter in solving simple problems Science Form 1 – Yearly Plan 2011 . Discuss: (i) the effects of heat on the state of matter. Learning Outcome A student t is able to: • give examples of heat flow in natural phenomena. • state what is heat conductor is. Carry out activities to show the change in state of matter in physical processes. c) gaps in railways tracks. boiling. • carry out an experiment to investigate different materials as heat insulator Notes Vocabulary 29 07/08 – 11/08 7. d) what is heat insulator is. evaporation. Discuss the uses of expansion and contraction of matter in the following: a) mercury in a thermometer. b) how building can kept cool. • list uses of heat conductors and heat insulators in daily life.3 Analyzing the effect of heat on matter.Week Learning Objective Suggested Learning Activities Carry out group activities to discuss: a) natural phenomena such as land breeze. • state what is heat insulator is. d) roller in steel bridges Discuss the use of expansion and contraction of matter to solve simple problems. b) the bimetallic strip in a fine alarm. c) what is heat conductor is. sea breeze and the warming of earth by the sun. (ii) examples of daily observation which shows a change in sate of matter A student is able to: • state the change in state of matter in physical processes. freezing. Boiling – pendidihan condensation – kondensasi evaporation – penyajatan freezing – pembekuan melting – peleburan process – proses reference – rujukan sublimation – bimetallic strip .jalur dwi logam expansion – Pengembang an contraction – pengecuta n fire alarm – penggera kebakara n rollers – penggolek steel bridge – jambatan logam 30 14/08 – 18/08 7.4 Applying the principles of expansion and contraction of matter.

shiny object. dull object give out heat better than white. Comfortable living – kehidupan yang selesa. A student is able to • Put into practice the principle of heat flow to provide comfortable living.6 Appreciating the benefit of 11/09 – 15/09 heat flow. • State that dark. 34 18/09 – 22/09 35 25/09 – 29/09 36 02/10 – 06/10 37 09/10 – 13/10 38 16/10 – 20/10 39 23/10 – 27/10 40 30/10 – 03/11 41 06/11 – 10/11 REVISIO N CHAPTER 1 : INT RODUCTIO N TO SCIENCE REVISIO N CHAPTER 2 : C ELL AS A UNIT O F LIFE REVISIO N CHAPTER 3 : MATTER REVISIO N CHAPTER 4 : THE V ARIET Y O F RESO U R CES O N EARTH REVISIO N CHAPTER 5 : AIR AROUND US REVISIO N CHAPTER 6 : SO URCES O F ENERGY REVISIO N CHAPTER 7 : HEAT OTI 4 (YEAR END EXAM) OTI 4 (YEAR END EXAM) Science Form 1 – Yearly Plan 2011 . Note s Vocabulary 33 7. shiny object. Learning Outcome A student is able to: • State that dark. shiny object.31 21/08 – 25/08 26/08 – 03/09 Week 32 04/09 – 08/09 OTI 3 MID SEMESTER BREAK Learning Objective 7. dull object absorbs heat better than white. dull object gives out heat batter than white. dull object heat bett er than white. b) dark. dull objects absorb and give out heat better.5 Understanding that dark. Suggested Learning Activities Carry out experiment to show that: a) dark. Improve air circulation Memperbaiki pengudaraan. shiny Discuss and put practice activities such as opening of windows in the classroom or laboratory to improve air circulation.

42 Discussion 13/11 – 17/11 43 18/11 – 31/12 YEAR END BREAK Science Form 1 – Yearly Plan 2011 .