SEKOLAH MENENGAH KEBANGSAAN BUKIT GUNTONG Subject : Science Form : 1

WEEK LEARNING AREA LEARNING OB E!TI"E LEARNING OUT!OME SUGGESTE# LEARNING A!TI"ITIES T$L A%%ROA!H&TSTS S!IENTIFI! ATTITU#ES $ NOBLE "ALUES

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Science is a part of everyday life

Understanding that science is part of everyday life.

(he steps involved in a scienctific investigation

Understanding the steps in scientific investigation

To'ic 1 : INTRO#U!TION TO S!IEN!E A student is able to: 1% &escribe e"amples of natural phenomena that students see 1.1 List what he sees around him around them: that is related to science i. growth of human from a baby to 1.2 !"plain the importance of an adult science in everyday life. ii. fall of a ball to the ground 1.# $ame some careers in science iii. melting of ice. such as: 2% &iscuss the uses and benefits of i. science teachers science in everyday life. ii. doctors #% Attend tal's on careers in science A student is able to: 1% -arry out a scientific inveswtigation,e"periment e.g. 2. 1 State the steps in scientific .(o find out what affect the investigation,e"periment . number of times the pendulum 2.2 -arry out a scientific swings bac' and forth investigation. /oscillations% during a given time.0 A student is able to: #.1 State physical 2uantities: length mass time temperature and electric current. #.2 State S1 units and their corresponding symbols. #.# State symbol and values of prefi"es for the units eg: milicenti- and 'ilo-. A student is able to: 4.1 -hoose the right tool to measure length. 4.2 !stimate area of regular and 1% &iscuss the physical 2uantities their units the value of their prefi"es and their symbols. i. 1dentify physical 2uantities /length mass time temperature and electric current% their values and units found on product descriptions. ii. 7ind words with the prefi"es used in measurements such as 'ilocenti- and milli1% 8easure the length of straight lines curves and the diameter of ob;ects using rulers thread and calipers. 2% !stimate area of regular and

Science (echnology ) Society relating comparing and contrasting analysing visualising

*ealising that science is a means to understand nature +aving an interest and curiosity towords the environment Appreciating the contribution of science and technology 3eing honest and accurate in recording and validating data Appreciating the contribution of science and technology Systematic

1n2uiry-discovery *elating Analysing

5hysical 2uantities and their units

6nowing physical 2uantities and their units

8astery Learning Attributing Analysing *elating 9rouping and classifying !valuating

8easuring (ools

Understanding the use of measuring tools

1n2uiry-discovery -onte"tual Learning Analising 9enerating ideas

Appreciating the contribution of science and technology

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8easuring (ools

Understanding the concept of mass

irregular shapes using graph paper. 4.# -hoose the right tool to measure the volume of li2uid. 4.4 &etermine the volume of solids using water displacement method. 4.: -hoose the right tool to measure the temperature of a li2uid and body temperature. A student is able to: :.1 &etermine the weight of an ob;ect :.2 !"plain the concept of weight :.# !"plain the concept of mass :.4 &etermine the mass of an ob;ect :.: !"plain the difference between mass and weight :.< Apply the use of spring and beam,lever balance in the conte"t of an e"periment.. A student s able to:

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irregular shapes using graph paper. 8easure volume of li2uids using measuring cylinder pipette and burette. &etermine the volume of regular and irregular solids using the water displacement method. 8easure the body temperature and the temperature of water. 7ind the weight of different ob;ects using a spring balance. &iscuss weight as the pull of the earth /gravitational force% on an ob;ect. &iscuss mass as 2uantity of matter. 7ind the mass of different ob;ects using beam,lever balace or lever balance. &iscuss the difference between mass and weight.

3eing honest and accurate in recording and validating data Systematic

1n2uiry-discovery -onte"tual Learning Analising 9enerating ideas

Appreciating the contribution of science and technology 3eing honest and accurate in recording and validating data Systematic

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8easuring (ools

*ealising the importance of standard units in sveryday life

-ell as a Unit of Life

Understanding cells LEARNING OUT!OME =.> State the similarities

1% &iscuss the various units of measurements e.g. nits for length <.1 9ive e"ample of problems that /feet yard chain mile meter may arise if standard units are not 'ilometer% units for used. weight/pound ounce 'ati tahil gram 'ilogram% 2% Act out a scene to show the problem caused by not using standard units e.g. buying things at the mar'et. To'ic ( : MAN AN# THE "ARIET) OF LI"ING THINGS A student is able to: 1% 9ather information on living =.1 1dentify that cell is that the organism and identify the basic unit of living things. smallest living unit that ma'es up =.2 5repare slids following the the organism. proper procedurs. 2% 5repare slides of chee' cells and =.# Use a microscope properly onion cells. =.4 1dentify the general structures #% Study the general structure of

8astery Learning 8a'ing inference Analysing *elating 8a'ing conclusion

Appreciating the contribution of science and technology +aving a critical and analytical thin'ing.

8astery Learning Attributing -lassifying -omparing and contasting

*ealising that science is a means to understand nature 3eing than'ful to 9od

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and differences 1@ Unicellular and multicellular organisms Understanding unicellular and multicellular organisms

of animal cell and a plant cell =.: &raw the general structural of an animal cell and plant cell A student is able to:

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-ell organisatian in the human body

Understanding that cells form tissues organs and system in the human body. *ealising that humans are comple" organisms

1#

+uman are comple" organism

chee' cells and onion cells under a microscope using the correct procedure. 1% 9ather information about unicellular organisms and #.1 State the meaning of multicellular organisms. unicellular organisms and 2% 2. 5rovide students with pictures multicellular organism cards name cards .unicellular0 #.2 9ive e"amples of unicellular and .multicellular0 cards. organisms and multicellular Students use reference materials organisms. and ,or information to match the three cards for each organism. #% #. Abserve e"amples of unicellular organisms and multicellular organisms under a microscope. 1S*t MI#+TERM BREAK A student is able to: 1% 9ather information and discuss the following: ?.1 $ame the different types of a% (ypes of human cells human cells b% 7unctions of different types ?.2 State the functions of different of human cells. types of human cells 2% Use a graphic organiBer A student is able to: 1% &iscuss why human beings are comple" organisms. 11.1 !"plain why human beings are comple" organisms.

8astery Learning Attributing -lassifying -omparing and contasting

*ealising that science is a means to understand nature 3eing than'ful to 9od 3eing diligent and persevering 3eing fair and ;ust

8astery Learning *elating Attributing -omparing and contrasting -lassifying 8astery Learning *elating AnalyBing

*ealising that science is a means to understand nature 3eing than'ful to 9od *ealising that science is a means to understand nature 3eing than'ful to 9od *ealising that science is a means to understand nature 3eing ob;ective *ealising that science is a means to understand nature +aving a critical and analytical

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8atter

Understanding matter

1:

(he state of matter

Understanding the state of matter

To'ic , :MATTER IN NATURE A student is able to: 1% Activity in2uiry 12.1State that things have mass and (he basic characteristic of matter occupy space 12.2!"plain what matter is relate things and matter A student is able to: 1% 9ather information and discuss 1#.1State that matter is made up of what matter is made up of the particles. three states of matter and 1#.2State the three states of matter compare the three states of 1#.#State the arrangement of matter. particles in the three states of 2% (he arrangement and movement matter of particles in a solid a li2uid and

1n2uiry-discovery *elating 8a'ing conclusion 8astery Learning 8a'ing analogies 1n2uiry-discovery Cisualising 5redicting

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gas. 1=-1> &ensity Understanding density A student is able to: #% &efine density 4% !"plain why some ob;ects and li2uids float :% Solve simple problems related to density. <% Activity in2uiry &ensity of an ob;ect. &ensity of a li2uid. 1n2uiry-discovery Cisualising 5redicting Attributing -omparing and contrasting 5roblem solving -onte"tual Learning relating comparing and contrasting generating ideas. 8astery Learning -omparing and contrasting *elating 9rouping and classifying

thin'ing. 3eing honest and accurate in recording and validating data. Systematic +aving a critical and analytical thin'ing. *ealising that science is a means to understand nature 3eing than'ful to 9od +aving an interest and curiosity toward the environment 3eing than'ful to 9od Appreciating the balance of nature

Application of properties of matter 1>

6nowing the application of properties of matter

(he various resources on earth 1?-2@

6nowing the different resources on earth

A student is able to: ?% 7loating and sin'ing of =% &escribe how man uses ob;ects the different states of 1@% *elationship between matter density and flotation >% &escribe how man applies the concept of density. TO%I! -: THE "ARIET) OF RESOUR!ES ON EARTH A student is able to: 9ather information about the 1% List the resources on earth resources on earth i.e. water air soil needed to sustain life minerals. 7ossil fuels and living 2% List the resources on earth used things in everyday life.

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%E%ERIKSAAN %ERTENGAHAN TAHUN&OTI1 !UTI %ERTENGAHAN TAHUN & !UTI TERAN!ANG !lements Understanding A student is able to: 1.9ather information and discuss: compounds elements 1% State what elements a% what elements compounds and and mi"tures compounds compounds and mi"tures are mi"tures are and mi"tures 2% 9ive e"amples of elements b% what metals and non-metals are compounds and mi"tures c% e"amples of elements #% State the differences between compounds mi"tures metals and elements compounds and non-metals. mi"tures 2.-ompare and contrast the 4% -arry out activities to compare properties of elements compounds the properties of different and mi"tures. metal and non metal #.-arry out activaties to compare the :% -lassify element as metals and properties of metals in terms of non-metals based on their appearance hardness conductivity of characteristics heat and conductivity of electricity.

8astery Learning Attributing -omparing and contrasting 9rouping and classifying 8a'ing generaliBations 1n2uiry-discovery -omparing and contrasting Attributing *elating

+aving a critical and analytical thin'ing +aving an interest and curiosity toward the environment 3eing responsible for the safety of oneself others and the environment *ealising that science is a means to understand nature 3eing fair and ;ust 3eing confident and

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<% 9ive e"amples of metals and non-metals. =% -arry out activities to separate the components of a mi"ture. 2: (he importance of the variety of earth0s resources to man Appreciating the importance of the variety of earth0s resources to man A student is able to: 1% !"plain the importance of variety of earth0s resources to man 2% State the meaning of the preservation and conservation of resources on earth #% State the importance of the preservation and conservation of resources on earth

4.-arry out activities to separate the components of mi"tures e.g. a% mi"ture of iron filings and sulpher powder b% mi"ture of sand and salt.

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(he composition of air

:.1 Understa nding what air is made up of.

1% &iscuss the importance of earth0s resources /water air soil minerals fossil fuels and living things% to man. 2% &raw a concept map to show the relationship between these resources to the basic needs of life. #% 9ather information on the preservation and conservation of resources on earh. To'ic . :THE AIR AROUN# US A student is able to: 9ather information on: 1% State what air is made up of a% (he composition of air 2% !"plain why air is a b% (he percentage of nitrogen mi"ture state the average o"ygen and carbon dio"ide in air. percentage of nitrogen o"ygen -arry out activities to show: and carbon dio"ide in air a% (he percentage of o"ygen in air #% -arry out activities to show: b% that air contains water vapour i.the percentage of o"ygen in air microorganisms and dust. ii. that air contains water vapour microorganisms and dust. A student is able to: 1% List the properties of o"ygen and carbon dio"ide 2% 1dentify o"ygen and carbon dio"ide based on its properties #% -hoose a suitable test for o"ygen and carbon dio"ide 9ather information on the properties of o"ygen and carbon dio"ide. -arry out activities to show the properties of o"ygen and carbon dio"ide in the following aspects: a% Solubility in water b% *eaction with sodium hydro"ide c% (he effect on: glowing and burning wooden splinter litmus paper lime water bicarbonate indicator.

Synthesising 8a'ing inferences 9enerating ideas 5redicting analysing 8astery Learning *elating !valuating 5rioritiBing

independent

+aving an interest and curiosity toward the environment *ealising that science is a means to understand nature 3eing than'ful to 9od (hin'ing rationally

8astery Learning attributing comparing and contrasting relating 1n2uiry-discovery analyBing attributing ma'ing inferences 8astery Learning attributing comparing and contrasting relating 1n2uiry-discovery relating ma'ing inferences evaluating

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(he properties of o"ygen and carbon dio"ide

Understanding the properties of o"ygen and carbon dio"ide

+aving an interest and curiosity toward the environment *ealising that science is a means to understand nature 3eing than'ful to 9od 3eing fair and ;ust (hin'ing rationally 3eing confident and independent +aving an interest and curiosity toward the environment *ealising that science is a means to understand nature 3eing responsible for the safety of oneself others and the environment (hin'ing rationally 3eing confident and independent

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A"ygen is needed for respiration

Understanding o"ygen is needed in respiration

A student is able to: 1% State that energy carbon dio"ide and water vapour are the products of respiration 2% *elate that living things uses o"ygen and give out carbon do"ide during respiration #% -ompare and contrast the content of o"ygen in inhaled and e"haled air in human A student is able to: 1% State what combustion is 2% State that o"ygen is needed for combustion #% List the products of combustion 4% -arry out e"periments to investigate combustion

9ather information and discuss respiration. -arry out an e"periment to show that during respiration living things a% Use o"ygen b% 9ive out carbon dio"ide c% 1nhaled and e"haled air

8astery Learning attributing relating 1n2uiry-discovery relating ma'ing inferences predicting comparing and contrasting conte"tual learning 8astery Learning attributing relating 1n2uiry-discovery attributing analyBing predicting ma'ing inferences evaluating synthesiBing analysing 1n2uiry-discovery

3eing ob;ective +aving a critical and analytical thin'ing *ealising that science is a means to understand nature (hin'ing rationally 3eing confident and independent 3eing ob;ective

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A"ygen is needed for combustion

Understanding that o"ygen is needed for combustion /burning%

9ather information and discuss combustion. 1% -arry out an e"periment to: a% Show that o"ygen is needed for combustion b% 1nvertigate the effect of the siBe of a container on the length of time a candle burns 2% -arry out activity to test for the products of combustion of charcoal such as carbon dio"ide and water.

+aving a critical and analytical thin'ing *ealising that science is a means to understand nature (hin'ing rationally 3eing confident and independent 3eing fair and ;ust 3eing responsible for the safety of oneself others and the environment *ealising that science is a means to understand nature (hin'ing rationally 3eing cooperative 3eing confident and independent +aving an interest and curiosity toward the environment Appreciating and practicing clean and healthy living *ealising that science

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(he effects of air pollution

AnalyBing the effects of air pollution

A student is able to: 1% !"plain what air pollution is 2% List e"amples of air pollutants #% List the sources of air pollutants 4% &escribe the effects of air pollutants A student is able to: 1% &escribe how life would be without clean air 2% Suggest ways to 'eep the air clean #% 5ractise habits that 'eep the air clean.

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(he importance of 'eeping the air clean

*ealising the importance of 'eeping the air clean

9ather information and discuss: 1% Dhat air pollution is 2% !"amples of air pollutants. #% (he sources of air pollutants 4% (he effects of air pollution on man and the environment :% (he steps needed to control air pollution. 9ather information and discuss: 1% how life would be without clean air 2% ways to 'eep the air clean #% habits that 'eep the air clean. -arry out activity to show the pollutants in cigarette smo'e.

8astery Learning relating evaluating comporing and contrasting predicting 1n2uiry-discovery

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 relating predicting general ideas #2 (he various forms and sources of energy Understanding various forms and sources of energy To'ic , : SOUR!ES OF ENERG) A student is able to: 9ather information about the various 1% List various forms of energy forms and sources of energy and 2% List various sources of energy energy changes. #% 1dentify energy changes &iscuss the sun as the primary 4% 1dentify the sun as the primary sources of energy. souce of energy -arry out activity to see the energy :% -arry out an activity to change: investigate energy change from 1% 7rom potential to 'inetic energy potential to 'inetic energy and for e"ample a ball rolling down vice versa. an inclined slope 2% 7rom 'enitic to potential energy A student is able to: 1% &efine renewable and nonrenewable sources sources of energy 2% 9roup the various sources of energy into renewable and nonrenewable #% !"plain why we need to conserve energy 4% Suggest ways to use energy efficiently. 9ather information and discuss the meaning of renewable and nonrenewable energy souces. -arry out a pro;ect on: 1% *enewable and non-renewable energy sources 2% (he uses of solar energy #% (he ways to increase efficient use of energy. 8astery Learning attributing relating grouping and classifying 1n2uiry-discovery relating analysing ma'ing inferences -onte"tual learning 8astery Learning 1n2uiry-discovery *elating 9rouping and classifying -omparing and contrasting ma'ing conclusions 8astery Learning *elating 9rouping and classifying -omparing and contrasting evaluating

is a means to understand nature (hin'ing rationally +aving an interest and curiosity toward the environment 3eing than'ful to Allah *ealising that science is a means to understand nature (hin'ing rationally 3eing confident and independent *ealising that science is a means to understand nature 3eing than'ful to Allah (hin'ing rationally 3eing cooperative 3eing confident and independent

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*enewable and nonrenewable energy sources

Understanding renewable and non-renewable energy sources

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-U(1 5!*(!$9A+A$ 5!$99AL , -U(1 (!*A$-A$9 (he *ealiBing the A student is able to: importance of importance of 1% &escribe the importance of conserving conserving conserving energy sources energy sources energy sources 2% !"plain the use and management of energy sources.

&iscuss the importance of conserving energy sources. &iscuss the use and management of energy sources.

+aving an interest and curiosity toward the environment 3eing than'ful to Allah

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Understanding heat as a form of energy

A student is able to: 1% State that the sun gives out heat 2% State other sources of heat #% State that heat is a form of energy 4% 9ive e"amples of the uses of

-arry out activities to show: 1% (he sun gives out heat 2% Days to produce heat #% +eat and temperature are not the same

*ealising that science is a means to understand nature 3eing than'ful to Allah

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Understanding heat flow and its effect

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(he effect of heat on matter

AnalyBing the effect of heat on matter

heat :% State the meaning of temperature <% State the difference between haet and temperature. A student is able to: 1% State that heat causes solids li2uid and gases to e"pand and contract 2% State that heat flows in three different ways /conduction convention and radiation% #% State that heat flows from from hot to cold 4% 9ive e"amples of heat flow in natural phenomena A student is able to: 1% State the change in state of matter in physical processes 2% !"plain that change in state of matter involves absorbtion and release of heat #% 9ive e"amples of daily observations which show a change in state of matter.

-arry out activities to show that heat cause solids li2uid and gases to e"pand and contract./ball and ring mercury in thermometer and air in round-bottomed flas'% -arry out activities to show how heat flows by conduction convention and radiation -arry out activities to show the change in state of matter in physical processes. &iscuss: 1% (he effects of heat on the state of matter 2% !"amples of daily observation which shows a change in state of matter. &iscuss the uses of e"pansion and contraction of matter in the following: 1% 8ercury in a thermometer 2% (he bimetallic strip in a fire alarm #% 9aps in railwy trac' 4% *ollers in steel bridges. &iscuss the uses of the principle of e"pansion and contraction of matter to solve simple problems. -arry out e"periments to show that: 1% dar' dull ob;ects absorp heat better rthan white shiny ob;ects 8astery Learning *elating -omparing and contrasting 8a'ing inferences AnalyBing 1n2uiry-discovery AnalyBing Attributing 8astery Learning *elating AnalyBing -omparing and contrasting evaluating

+aving an interest and curiosity toward the environment *ealising that science is a means to understand nature 3eing than'ful to Allah

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Applying the principles of e"pansion and contraction of matter

A student is able to: 1% !"plain with e"amples the uses of e"pansion and contraction of matter in daily life. 2% Apply principle of e"pansion and contraction of matter in solving simple problems.

+aving an interest and curiosity toward the environment *ealising that science is a means to understand nature 3eing than'ful to Allah (hin'ing rationally 3eing confident and independent +aving an interest and curiosity toward the environment *ealising that science is a means to understand nature 3eing than'ful to Allah (hin'ing rationally

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Absorption and radiation of heat

Understanding hat dar' dull ob;ects absorp

A student is able to: 1% State that dar' dull ob;ects absorp heat better rthan white

1n2uiry-discovery relating AnalyBing

*ealising that science is a means to understand nature

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and give out heat better

shiny ob;ects 2% State that dar' dull ob;ects give out heat better than white shiny ob;ects -arry out e"periment to investigate heat absorption and heat release. A student is able to: 5ut into practice the principle of heat low to provide comfortable living.

2% dar' dull ob;ects give out heat better than white shiny ob;ects

8a'ing inferences 1n2uiry-discovery relating attributing Analysing 8astery Learning *elating 8a'ing inferences AnalyBing

(hin'ing rationally 3eing confident and independent

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(he benefit of heat flow

Appreciating the benefit of heat flow

&iscuss and put into practice activities such as opening of windows in the classroom or laboratory to improve air circulation.

*ealising that science is a means to understand nature 3eing than'ful to Allah (hin'ing rationally

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