YEARLY PLANNING FOR SCIENCE FORM 1 1

SMK(P) Temenggong Ibrahim Batu Pahat 2006

THEME: INTRODUCING SCIENCE
Learning Area: 1. Introduction to Science

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

Objectives

1 1.1 A student is able to: Describe examples of natural phenomena that students see  Relating Appreciate nature
Understanding - list what he sees around around them:  Comparing
that science is him a) growth of human from a baby to an adult,  Analysing Having interest and
part of - that is related to science, b) fall of a ball to the ground,  Visualising curiosity towards
everyday life. - explain the importance c) melting of ice. the environment.
of science in everyday
life, Discuss the uses and benefits of science in everyday life. Appreciating the
- name some careers in Attend talks on careers in science. contribution of science.
science such as:

a) science teachers
b) doctors
c) engineers
d) environmental scientists

1.2 A student is able to: Carry out a scientific investigation/experiment,  Making Appreciating the
Understanding - state the steps in a hypothesis contribution of science
the steps in scientific investigation/ e.g. ‘To find out what affects the  Relating
scientific experiment, number of times a pendulum swings back and forth in a given  Analyzing
investigation. - carry out a scientific time (oscillations). Being honest and
investigation. accurate in recording
and validating data.

THEME: INTRODUCING SCIENCE

Learning Area: 1. Introduction to Science

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W Learning Learning Outcomes
Objectives
2 Students will be:
1.3 A student is able to:
Knowing - state the physical
physical quantities length, mass,
quantities and time, temperature and
their units. electric current,
- state the S.I. units and
the corresponding
W Learning Learning Outcomes
symbols for these
Objectives
physical quantities,
- state the symbols and
1 1.4 A student is able to:
values of prefixes for
Understanding
unit of length and mass:
the use of - choose the right tool and
milli-, centi-, and kilo-,
measuring measure length,
- identify and use
tools. - estimate the area of
appropriate prefixes in
regular and irregular
the measurement of
shapes using graph
length and mass.
paper,
- choose the right tool and Determine the volume of regular and irregular solids using the water displacement
measure the volume of
liquid,
- choose the right tool to
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Suggested Learning Activities CCTS Morals Value
a) determining what they 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)
- identifying the variables,
- determining the apparatus and materials required,
- determining the procedure to carry out the experiment, method to collect and
analyze data.
d) carrying out the experiment,
e) writing down what has been observed (collecting data),
f) finding a meaning for what has been observed (analysing and
interpreting data),
g) deciding whether the hypothesis is true (making conclusions),
h) writing a report on the investigation (reporting). Students can be asked to report
their investigations to the class.
They should emphasise the steps they have taken; what they have changed; what
they have kept the same and what they have measured.
Identify physical quantities (length, mass, time, temperature and electric current), Identifying criteria Appreciating the
their values and units found on product descriptions. such as contribution of science and
characteristics, technology.
THEME: INTRODUCING
Find words with the prefixes used in measurements such as kilo-, centi-, and features,
SCIENCE
milli- . qualities and
Learning Area: 1.
elements of a
Introduction to Science
Find the symbols used for these units of measurement. concept or an
object.
Suggested Learning Activities CCTS Morals Value
Find the values of these prefixes.
Measure the lengths of straight Arranging objects Being honest and accurate
lines, curves and the diameters of objects using rulers, threads and calipers. and in recording and validating
information in data.
Estimate the areas of regular and irregular shapes using graph paper. order based on
the quality or
Measure the volume of liquids using measuring cylinders, quantity of
pipettes and burettes. common
characteristics or
features such as
method. size, time,
shape or number.
Measure the body temperature and the temperature of water.
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measure the body
temperature and the Discuss the right choice of tools in making measurements.
temperature of a liquid,
- determine the volume of Apply the above measuring skills in the context of experiments.
solid using the water
displacement method.

1.5 A student is able to: Find the weights of different objects using a spring balance.  Relating
Understanding  Making
the concept of - determine the weight of Discuss weight as the pull of the earth (gravitational force) on an inferences
mass. an object, object.  Making
- - explain the concept of conclusion
weight,

THEME: INTRODUCING SCIENCE

Learning Area: 1. Introduction to Science

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

Objectives

of mass, matter. Making Being honest and accurate

- determine the mass of Find the mass of different objects using beam balance or lever balance. Inferences in recording and validating
an object, data.
Discuss the difference between mass and weight. Comparing and
- explain the difference Contrasting
between mass and Apply the skills of using spring balance and beam/lever balance
weight, in the context of an experiment.
- apply the use of spring
and beam /lever balance
in the context of an
experiment.

1.6 A student is able to: Discuss the various units of measurements, e.g. units for length (foot, yard, chain, Being honest and accurate
Realising the mile, meter, kilometer), units for weight (pound, ounce, kati, tahil, gram, in recording and validating
importance of - give examples of kilogram). data.
standard units problems that may arise Appreciating the
in everyday if standard units are not Act out a scene to show the problems caused by not using standard units e.g. contribution of science and
life. used. buying things at the market. technology.

Discuss the advantages and disadvantages of using different units of measurement.

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THEME: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 1. Cell as a Unit of Life

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

Objectives

1.1 A student is able to: Gather information on living organisms and identify the smallest living unit that  Attributing Appreciating the
Understanding - identify that cell is the makes up the organism. contribution of
cells. basic unit of living  Classifying science and
things, Prepare slides of cheek cells and onion cells. technology.
- prepare slides following  Comparing and
the proper procedure, Study the general structure of cheek cells and onion cells under a microscope using contrasting Being diligent and
- use a microscope the correct procedure. persevering
properly,
- identify the general Draw and label the different structures of an animal cell and a plant cell. Being objective.
structures of animal Compare an animal cell to a plant cell.
cells and plant cells,
- draw the general Gather information on cell structures and discuss their functions.
structure of an animal
cell and a plant cell,
- label the general
structure of an animal
cell and a plant cell,
- state the function of
each cell structure,
- state the similarities and
differences between an
animal
- cell and a plant cell.

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THEME: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 1. Cell as a Unit of Life

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

Objectives

1.2 A student is able to: Gather information about unicellular organisms and multicellular organisms. Producing or giving Being thankful to
Understanding - state the meaning of ideas in a God.
unicellular unicellular Provide students with picture cards, name cards, cards with the discussion.
organism and - organism and labels ‘unicellular’ and ‘multicellular’. Being systematic.
multicellular multicellular
organism. - organism,
Students match the three cards for each organism.

Observe examples of unicellular organisms and multicellular

- give examples of
organisms under a microscope.
unicellular
- organism and
multicellular
- organism.
1.3 A student is able to: Gather information and discuss the following:  relating Realising that science
Understanding - name the different types  attributing is a means to
that cells form of human cells, a) types of human cells,  comparing and understand nature.
tissues, organs - state the function of b) functions of different types of human cells. contrasting
and systems in different types of human  classifying Being thankful to
the human cells, Use a graphic organiser (e.g. ladder of hierarchy) to show the god.
body. - arrange sequentially cell hierarchy of cell organisation:
organisation from
simple to complex using cell tissue organ system organism
the terms cell,
- tissue, organ, system
and organism.

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THEME: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 1. Cell as a Unit of Life

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

Objectives

1.4 A student is able to:  Relating Realizing that science

Realising that - explain why human Discuss why human beings are complex organisms. is a means to
humans are beings are complex  Attributing understand nature.
complex organisms.
organisms.  Making
conclusion

THEME: MATTER IN NATURE

Learning Area: 1. Matter

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

Objectives

1.1 A student is able to: Through activities, show that things such as book, air, water, soil and living things  Relating Realizing that science
Understanding - state that things have have mass and occupy space.  Making is a means to
that matter has mass and conclusion understand nature.
mass - occupy space, Discuss what matter is.
and occupies - explain what matter is, Being objective
space. - relate things and matter,
- carry out activities to
show that air, water, soil List examples of matter.

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and living things
- have mass and occupy
space.
1.2 A student is able to:
Understanding - state that matter is made
the three up of particles,
states of - state the three states of
matter. matter,
- state the arrangement of
particles in the three
states of
- matter,
- state the differences in
the movement of
particles in the three
states of matter.
THEME: MATTER IN NATURE
Learning Area: 1. Matter
W Learning Learning Outcomes
Objectives
1.3 A student is able to:
Understanding - define density, explain
the concept of why some objects and
density. liquids float,
- solve simple problems
related to density,
- carry out activities to
explore the densities of
objects and liquids.
1.4 A student is able to:
Appreciating - describe how man uses
the use of the different states of
properties of matter,
matter in - describe how man
everyday life. applies the concept of
density,
- carry out an activity to
explore the applications
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Gather information and discuss  Making analogies Realizing that science
is a means to
a) what matter is made up of, understand nature.
b) what the three states of matter are.
Compare the three states of matter in terms of:
a) the arrangement of particles,
b) the movement of particles.
Simulate the arrangement and movement of particles in the three
states of matter.
Suggested Learning Activities CCTS Morals Value
Recall the definition of density.  Making hypothesis Being honest and
accurate in recording
Through activities, find the densities of:  Comparing & and validating data.
contrasting
a) objects with regular shape and objects with irregular shape, Systematic
 Sequencing
b) different liquids. Having critical and
 Making analytical thinking.
Discuss why some objects and liquids float by relating to density. conclusion
Gather information and discuss how:  Relating Realizing that science
a) man uses his knowledge of different states of matter to store and transport gases is a means to
and liquids,  Comparing & understand nature.
contrasting
b) man uses the concept of density in making rafts, floats etc. Having critical and
Carry out an activity to explore the applications of the concept of floating and  Generating ideas analytical thinking.
sinking related to density.
 Making
conclusion
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of the concept of
floating and sinking
related to density.

THEME: MATTER IN NATURE

Learning Area: 2. The Variety of Resources on Earth
W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value
Objectives

2.1 A student is able to: Gather information about the resources on earth, i.e. water, air, soil, minerals, fossil  Comparing & Having interest and
Knowing the - list the resources on fuels and living things. contrasting curiosity towards the
different earth needed to sustain environment.
resources on life,  Relating
earth. - list the resources on Being thankful to
earth used in everyday  Grouping & God
life. classifying
Appreciating the
balance of nature.
2.2 A student is able to: Gather information and discuss  Attributing Having critical &
Understanding - state what elements, analytical thinking.
elements, compounds and a) what elements, compounds and mixtures are,  Comparing &
compounds mixtures are, contrasting Having an interest
and mixtures. - give examples of b) what metals and nonmetals are, and curiosity towards
elements, compounds  Classifying the environment.
and mixtures, c) examples of elements, compounds, mixtures, metals and non-metals.
- state the differences Compare and contrast the properties of elements, compounds and mixtures.  Making
between elements, generalizations.
compounds and
- mixtures,
- carry out activities to
compare and contrast
the properties of Carry out activities to compare the properties of metals and non-metals in terms of
different metals and appearance, hardness, conductivity of heat and
nonmetals, conductivity of electricity.
- classify elements as
metals and non-metals
based on their
characteristics,
- give examples of metals
and non-metals,

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THEME: MATTER IN NATURE

Learning Area: 2. The Variety of Resources on Earth

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

Objectives

A student is able to: Carry out activities to separate the components of mixtures e.g.
- carry out activities to
separate the components a) mixture of iron filings and sulphur powder,
of a mixture. b) mixture of sand and salt.

2.3 A student is able to: Discuss the importance of earth’s resources (water, air, soil, minerals, fossil fuels and  Relating Having an interest
Appreciating - explain the importance living things) to man. and curiosity towards
the importance of variety of earth’s  Evaluating the environment.
of the variety resources to man, Draw a concept map to show the relationship between these
of earth’s - state the meaning of the resources to the basic needs of life.  Prioritizing Being thankful to
resources to preservation and god.
man. conservation of Gather information on the preservation and conservation of
resources on earth, resources on earth.

- state the importance of Discuss the importance of the preservation and conservation of
the preservation and resources on earth (e.g. recycling of paper reduces the cutting down of trees; conserving
conservation of clean water prevents water shortage).
resources on earth, Carry out a project, campaign or competition on reducing the use, reusing and recycling
of materials
- practise reducing the
use, reusing and e.g. using old unfinished exercise books as note books and collecting old newspapers.
recycling of materials.

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THEME: MATTER IN NATURE

Learning Area: 3. The Air Around Us

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

Objectives

3.1 A student is able to: Gather information on:  Attributing Having an interest
Understanding - state what air is made up of, and curiosity towards
what air is - explain why air is a mixture, a) the composition of air, the environment.
made up of (the - state the percentage of nitrogen,  Relating
composition of air). oxygen and carbon dioxide in air, b) the percentage of nitrogen, oxygen and carbon dioxide in air. Realizing that science
- carry out activities to show: is a means to
 Comparing & understand nature.
contrasting
a) the percentage of oxygen in air,
Thinking rationally.
Carry out activities to show:
b) that air contains water vapour,
microorganisms and dust.
a) the percentage of oxygen in air,

b) that air contains water vapour, microorganisms and dust.

3.2 A student is able to: Gather information on the properties of oxygen and carbon  Attributing Being fair and just.
Understanding - list the properties of oxygen and dioxide.
the properties carbon dioxide,  Analyzing Thinking rationally.
of oxygen and - identify oxygen and carbon dioxide Carry out activities to show the properties of oxygen and carbon dioxide
carbon dioxide. based on their properties, in the following aspects:  Making Being confident and
- choose a suitable test for oxygen and inferences independent.
carbon dioxide a) solubility in water,
b) reaction with sodium hydroxide,  Relating
c) the effect on: glowing and burning wooden splinter, litmus paper,
lime water, bicarbonate indicator.  Predicting

THEME: MATTER IN NATURE

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Learning Area: 3. The Air Around Us

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

Objectives

3.3 A student is able to: Gather information and discuss respiration.  Attributing Having a critical and
Understanding - state that energy, carbon dioxide and analytical thinking .
that oxygen is water vapour are the products of Carry out an experiment to show that during respiration, living things  Relating
needed in respiration, Being objective
respiration. - relate that living things use oxygen (a) use oxygen,
and give out carbon (b) give out carbon dioxide. Thinking rationally.
- dioxide during respiration,
- compare and contrast the content of
oxygen in inhaled and exhaled air in
humans,
- state that oxygen is needed for
respiration,
- carry out an experiment to show that
living things use oxygen and give out
carbon dioxide during respiration.

THEME: MATTER IN NATURE

Learning Area: 3. The Air Around Us

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

Objectives

3.4 A student is able to: Gather information and discuss combustion.  Attributing Realising that science
Understanding - state what combustion is, is a means to
that oxygen is - state that oxygen is needed for Carry out experiments to:  analysing understand nature.
needed for combustion,
combustion - list the products of combustion, a) show that oxygen is needed for combustion,
(burning). - carry out experiments to investigate
combustion. c) investigate the effect of the size of a container on the length of time
a candle burns.

Carry out activity to test for the products of combustion of

charcoal and candle.

3.5 A student is able to: Gather information and discuss:  Attributing Appreciate nature
Analysing the - explain what air pollution is,
effects of air - list examples of air pollutants, a) What air pollution is,  Relating Thinking rationally.
pollution. - list the sources of air pollutants, b) Examples of air pollutants,
- Describe the effects of air pollution,  Making
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- Explain the steps needed to prevent c)The sources of air pollutants, inferences
and control air pollution.
d)The effects of air pollution on man and the environment,

e) The steps needed to control air pollution.

Carry out a project to study:

a)Air pollution in an area around the school,

b) The effects of air pollution.

Carry out a project to study:

a)Air pollution in an area around the school,

b) The effects of air pollution.

THEME: MATTER IN NATURE

Learning Area: 3. The Air Around Us

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

Objectives

3.6 A student is able to: Gather information and discuss:  Attributing Appreciate the
Realising the - Describe how life would be without usefulness of water.
importance of clean air, a) how life would be without clean air,  Relating
keeping the air - suggest ways to keep the air clean, Being thankful to
clean. - practise habits that keep the air clean. b) ways to keep the air clean,  god.

c) habits that keep the air clean.

Carry out an activity to show the pollutants in cigarette smoke.

THEME: ENERGY
Learning Area: 1. Sources of Energy

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

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Objectives

1.1 A student is able to: Gather information about the various forms and sources of energy, and  Attributing Appreciate nature
Understanding - -list the various forms of energy, energy changes.
various forms - list the various sources of energy, Discuss the sun as the primary source of energy.  Relating
and sources of - identify energy changes,
energy. - identify the sun as the primary source Carry out activity to see the change of energy change  classify
of energy,
- carry out an activity to investigate the - from potential to kinetic energy, e.g. a ball rolling down a
change of energy from potential to slope.
kinetic energy and vice versa. - from kinetic to potential energy, e.g. the winding of the spring
in a toy car.

1.2 A student is able to: Gather information and discuss the meaning of renewable and non-  Attributing Appreciate the
Understanding - define renewable and nonrenewable renewable energy sources. sources of energy
renewable and - sources of energy,  Comparing &
non-renewable - group the various sources of energy Carry out a project on: contrasting Being thankful
energy. into renewable and nonrenewable,
- explain why we need to conserve a) renewable and non-renewable energy sources,
energy,
- suggest ways to use energy efficiently. b) the uses of solar energy,

c) the ways to increase efficient use of energy.

1.3 A student is able to: Discuss the importance o conserving energy sources.  Relating Having an interest
Realising the - describe the importance of conserving Discuss the use and management of energy sources. and curiosity towards
importance of energy sources,  Analyzing the environment.
conserving - explain the use and
energy - management of energy sources. 
sources.

THEME: ENERGY
Learning Area: 2. Heat

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

Objectives

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2.1 A student is able to: Carry out activities to show:
Understanding - state that the sun gives out heat,  Attributing Being thankful to
heat as a form - state other sources of heat, a) the sun gives out heat, god.
of energy. - state that heat is a form of energy, b) ways to produce heat,  Classifying
- give examples of the uses of heat, c) heat and temperature are not the same e.g. ask students to predict and Appreciate nature.
- state the meaning of temperature, observe how the temperatures change when hot and cold water are mixed.  Comparing &
- - state the difference between heat contrasting
and temperature.

2.2 A student is able to:
Understanding - state that heat causes solids, liquids
heat flow and gases to expand and contract,
(transferred) and
its effect. - state that heat flows in three
different ways (conduction,
convection and radiation),
- state that heat flows (transferred)
from hot to cold,
- give examples of heat flow in
natural phenomena,
- state what a heat conductor is,
- state what a heat insulator is,
- list uses of heat conductors and heat
insulators in daily life,
Discuss:
a) that heat is a form of energy,
b) the uses of heat in our daily life
c) what temperature is,
d) the difference between
temperature and heat.
Carry out activities to show that heat causes solids, liquids and gases to  Attributing
expand and contract. Realizing that science
 Analyzing is a means to
(ball and ring, mercury in thermometer and air in round bottomed understand nature.
flask)  Generating ideas
Carry out activities to show how heat flows by conduction, 
convection and radiation.
Carry out group activities to discuss:
a) natural phenomena such as land breeze, sea breeze and the warming of the
earth by the sun,
b) how buildings can be kept cool,
c) what a heat conductor is,
d) what a heat insulator is,

- carry out an experiment to

e) the uses of heat conductors and heat insulators in daily life. Carry out an
investigate the use of different
experiment to investigate the use of different
materials as heat insulators.
 materials as heat insulators.

2.3 A student is able to: Carry out activities to show the change in state of matter in  Attributing Appreciate nature
Analysing the - state the change in state of matter physical processes.
effect of heat in physical processes,  Relating Thankful to god.
on matter. Discuss:

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- explain that change in state of (i) the effects of heat on the state of matter,  making
matter involves the absorption and generalization
release of heat, (ii) examples of daily observations which show a change in state of matter.
 generating ideas
- give examples of daily observations
which show a change in state of
matter.

2.4 A student is able to: Discuss the use of expansion and contraction of matter in the  Attributing Appreciate nature
Applying the - explain with examples the use of following:
principle of expansion and contraction of matter  Relating Thankful to god.
expansion in daily life, a) mercury in a thermometer,
and b) bimetallic strip in a fire alarm,  making
contraction of - apply the principle of expansion c) gaps in railway tracks, generalization
matter. and contraction of matter in solving d) rollers in steel bridges.
simple problems.  generating ideas
Discuss the use of the principle of expansion and contraction of
matter to solve simple problems.

THEME: ENERGY
Learning Area: 2. Heat

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

Objectives

2.5 A student is able to: Carry out experiments to show that:  Attributing Appreciate nature
Understanding
that dark, dull - state that dark, dull objects absorb a) dark, dull objects absorb heat  Relating Thankful to god.
objects absorb heat better than white, shiny objects, better than white, shiny objects,
and give out - state that dark, dull objects give out heat b) dark, dull objects give out heat better than white, shiny  making
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heat better. better than white, objects. generalization
shiny objects,
- carry out experiments to investigate  generating ideas
heat absorption and heat release.

2.6 A student is able to: Discuss and put into practice  Attributing Appreciate nature
Appreciating activities such as the opening of
the benefits of - put into practice the principle of windows in the classroom or  Relating Thankful to god.
heat flow. heat flow to provide comfortable living. laboratory to improve air
circulation.  making
generalization

 generating ideas

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