SCHEME OF WORK FOR FORM 1 2010 Subject : Science Form : 1 WEEK LEARNING AREA LEARNING O !

EC"I#E LEARNING O$"COME S$GGES"E% LEARNING AC"I#I"IES "&L A''ROACH("S"S SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR)

Science is a part of everyday life

Understanding that science is part of everyday life.

"o*ic 1 : IN"RO%$C"ION "O SCIENCE A student is able to: 1$ %escribe e!amples of natural phenomena that 1.1 List what he sees around students see around them: him that is related to i. growth of human from a science, baby to an adult, 1.2 !plain the importance of ii. fall of a ball to the ground, science in everyday life. iii. melting of ice. 1." #ame some careers in science such as: 2$ %iscuss the uses and i. science teachers, benefits of science in ii. doctors, everyday life. iii. engineers. "$ Attend tal&s on careers in science..

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 #oc+bu,+rbenefit + faedah careers + &er,aya discuss + bincang&an educators + pendidi& importance + &epentingan professionals + professional related + ber&enaan role play + main peranan tal&s + ceramah natural phenomena + fenomena alam Appreciating the contribution of science and technology 5eing honest and accurate in recording and validating data #oc+bu,+raffect + mempengaruhi conditions + &eadaan determine + menentu&an emphasi6es + mene&an&an hypothesis + hipotesis

'he steps involved in a scienctific investigation

Understanding the steps in scientific investigation

A student is able to: 2. 1 State the steps in scientific investigation-e!periment,. 2.2 .arry out a scientific investigation.

1$ .arry out a scientific inveswtigation-e!periment , e.g. /'o find out what affect the number of times the pendulum swings bac& and forth 0oscillations$ during a given time.1

2n3uiry4discovery )elating Analysing #oc+bu,+rinvestigation + penyiasatan identify + mengenal pasti

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WEEK "

LEARNING AREA 7hysical 3uantities and their units

LEARNING O !EC"I#E 8nowing physical 3uantities and their units

LEARNING O$"COME A student is able to:

S$GGES"E% LEARNING AC"I#I"IES

"&L A''ROACH("S"S :astery Learning Attributing Analysing )elating ;rouping and classifying valuating

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:easuring 'ools

Understanding the use of measuring tools

1$ %iscuss the physical 3uantities, their units, the ".1 State physical 3uantities: value of their prefi!es and length, mass, time, their symbols. temperature and electric i. 2dentify physical current. 3uantities 0length, mass, ".2 State S2 units and their time, temperature and corresponding symbols. electric current$, their "." State symbol and values of values and units found on prefi!es for the units eg: product descriptions. mili4, centi4 and &ilo4. ii. 9ind words with the prefi!es used in measurements such as &ilo4, centi4, and milli4 iii. 9ind the symbols used for these unit of measurement. iv. find the value of these prefi!es. A student is able to: 1$ :easure the length of straight lines, curves and <.1 .hoose the right tool to the diameter of ob,ects measure length. using rulers, thread and <.2 stimate area of regular and calipers. irregular shapes using 2$ stimate area of regular graph paper. and irregular shapes using <." .hoose the right tool to graph paper. measure the volume of "$ :easure volume of li3uids li3uid. using measuring cylinder, <.< %etermine the volume of pipette and burette. solids using water <$ %etermine the volume of displacement method. regular and irregular solids <.= .hoose the right tool to using the water measure the temperature of displacement method. a li3uid and body =$ :easure the body temperature. temperature and the temperature of water. >$ %iscuss the right choice of tool in ma&ing

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) Appreciating the contribution of science and technology Systematic #oc+bu,+rabbreviation + sing&atan appropriate + sesuai corresponding symbols + symbol berpadanan electric current + arus ele&tri& length + pan,ang mass + ,isim measurement + u&uran physical 3uantities + &untiti fi6i&al prefi!es + imbuhan symbol + symbol value 4 nilai Appreciating the contribution of science and technology 5eing honest and accurate in recording and validating data Systematic #oc+bu,+rcalipers + ang&up curve + garis leng&ung displacement + sesaran estimate + menganggar&an irregular + tida& se&ata regular + se&ata volume + isi padu

2n3uiry4discovery .onte!tual Learning Analising ;enerating ideas

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measurements. ?$ Apply the above measurement a&ills in the conte!t of e!periments. @$ Students can be as&ed to report on their investigations to the class. A$ Students emphasise the steps they have ta&enB what they have changedB what they have &ept the same and what they have measured. WEEK = LEARNING AREA :easuring 'ools LEARNING O !EC"I#E Understanding the concept of mass LEARNING O$"COME A student is able to: =.1 %etermine the weight of an ob,ect, =.2 !plain the concept of weight, =." !plain the concept of mass, =.< %etermine the mass of an ob,ect, =.= !plain the difference between mass and weight, =.> Apply the use of spring and beam-lever balance in the conte!t of an e!periment.. S$GGES"E% LEARNING AC"I#I"IES 1$ 9ind the weight of different ob,ects using a spring balance. 2$ %iscuss weight as the pull of the earth 0gravitational force$ on an ob,ect. "$ %iscuss mass as 3uantity of matter. <$ 9ind the mass of different ob,ects using beam-lever balace or lever balance. =$ %iscuss the difference between mass and weight. >$ Apply the s&ills of using the spring balance and beam-lever balance in the conte!t of an e!periment. "&L A''ROACH("S"S 2n3uiry4discovery .onte!tual Learning Analising ;enerating ideas SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) Appreciating the contribution of science and technology 5eing honest and accurate in recording and validating data Systematic #oc+bu,+rbeam balace + neraca alur determine + menentu&an difference + perbe6aaan force + daya lever balance + neraca tuas mass + ,isim matter + ,irim pull +tari&an spring balance + neraca spring weight 4 berat

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WEEK >

LEARNING AREA :easuring 'ools

LEARNING O !EC"I#E )ealising the importance of standard units in sveryday life

LEARNING O$"COME A student s able to: >.1 ;ive e!ample of problems that may arise if standard units are not used.

S$GGES"E% LEARNING AC"I#I"IES 1$ %iscuss the various units of measurements, e.g. nits for length 0feet, yard, chain, mile, meter, &ilometer$, units for weight0pound, ounce, &ati, tahil, gram, &ilogram$ 2$ Act out a scene to show the problem caused by not using standard units e.g. buying things at the mar&et. "$ %iscuss he advantages and disadvantages of using different units of measurement.

"&L A''ROACH("S"S :astery Learning :a&ing inference Analysing )elating :a&ing conclusion

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) Appreciating the contribution of science and technology *aving a critical and analytical thin&ing. #oc+bu,+ract out + lo&on&an advantage + &ebai&an arise + timbul disadvantages + &eburu&an reali6ing + menyedari standard + piawai scene baba& various 4 pelbagai

.ell as a Unit of Life

Understanding cells

LEARNING O$"COME ?.@ State the similarities and differences between the two cells.

"o*ic 2 : MAN AN% "HE #ARIE") OF LI#ING "HINGS A student is able to: 1$ ;ather information on :astery Learning ?.1 2dentify that cell is that the living organism and Attributing basic unit of living things. identify the smallest living .lassifying ?.2 7repare slids following the unit that ma&es up the .omparing and proper procedurs. organism. contasting ?." Use a microscope properly, 2$ 7repare slides of chee& ?.< 2dentify the general cells and onion cells. structures of animal cell "$ Study the general structure #oc+bu,+rand a plant cell, of chee& cells and onion slide + slaid ?.= %raw the general structural cells under a microscope, strcture + stru&tur of an animal cell and plant using the correct vacuole 4 va&uol cell procedure. remind + ingat&an ?.> Label the general, <$ %raw and label the sample + sampel structural of an animal cell different structures of an and plant cell, animal cell ad a plant cell. ?.? State the function of each =$ ;ather information on cell cell structure, structures and discuss their functions.

)ealising that science is a means to understand nature 5eing than&ful to ;od #oc+bu,+ranimal cell + haiwan cell wall + dindind sel chee& cell + sel pipi chloroplast + &loroplas cytoplasm + sitoplasma handling + mengendali general + umum microscope + mi&ros&op nucleus + nu&lues onion + bawang merah plant cell + sel tumbuhan precautions + lang&ah &eselamatan prepare + sedia&an protoplasm + protoplasma

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WEEK 1C

LEARNING AREA Unicellular and multicellular organisms

LEARNING O !EC"I#E Understanding unicellular and multicellular organisms

LEARNING O$"COME A student is able to: ".1 State the meaning of unicellular organisms and multicellular organism, ".2 ;ive e!amples of unicellular organisms and multicellular organisms.

S$GGES"E% LEARNING AC"I#I"IES 1$ ;ather information about unicellular organisms and multicellular organisms. 2$ 2. 7rovide students with pictures cards, name cards, /unicellular1 and /multicellular1 cards. Students use reference materials and -or information to match the three cards for each organism. "$ ". Dbserve e!amples of unicellular organisms and multicellular organisms under a microscope. 1$ ;ather information and discuss the following: a$ 'ypes of human cells, b$ 9unctions of different types of human cells. 2$ Use a graphic organi6er 0e.g. ladder of hierarchy$ to show the organi6ation of cells: cell tissue organ system organism organism system organ tissue cell

"&L A''ROACH("S"S :astery Learning Attributing .lassifying .omparing and contasting

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) )ealising that science is a means to understand nature 5eing than&ful to ;od 5eing diligent and persevering 5eing fair and ,ust #oc+bu,+rmulticellular organism + organism multisel unicellular organism + organism satu sel

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.ell organisatian in the human body

Understanding that cells form tissues, organs and system in the human body.

A student is able to: A.1 #ame the different types of human cells, A.2 State the functions of different types of human cells, A." Arrange se3uentially cell organi6ation from simple to comple! using the terms cell, tissue, organ, system and organism.

:astery Learning )elating Attributing .omparing and contrasting .lassifying

)ealising that science is a means to understand nature 5eing than&ful to ;od #oc+bu,+rarrange se3uentially + susun i&ut urutan cell + sel function + fungsi human beings + manusia ladder + tangga organ + organ organi6ation of cells + organisasi sel system 4 sistem simple + mudah tissue + tisu

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WEEK 12

LEARNING AREA *uman are comple! organism

LEARNING O !EC"I#E )ealising that humans are comple! organisms

LEARNING O$"COME A student is able to: 11.1 !plain why human beings are comple! organisms.

S$GGES"E% LEARNING AC"I#I"IES 1$ %iscuss why human beings are comple! organisms.

"&L A''ROACH("S"S :astery Learning )elating Analy6ing

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) )ealising that science is a means to understand nature 5eing than&ful to ;od #oc+bu,+rcomple! organism + organima &omple&s human beings + manusia reali6ing 4 menyedari

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:atter

Understanding matter

"o*ic . :MA""ER IN NA"$RE A student is able to: 1$ Activity in3uiry 12.1State that things have mass 'he basic characteristic of and occupy space, matter 12.2 !plain what matter is, relate things and matter A student is able to: 1".1State that matter is made up of particles. 1".2State the three states of matter, 1"."State the arrangement of particles in the three states of matter, 1".<State the differences in the movement of particles in the three states of matter. 1$ ;ather information and discuss what matter is made up of, the three states of matter, and compare the three states of matter. 2$ 'he arrangement and movement of particles in a solid, a li3uid and gas.

2n3uiry4discovery )elating :a&ing conclusion

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'he state of matter

Understanding the state of matter

:astery Learning :a&ing analogies 2n3uiry4discovery Eisualising 7redicting

)ealising that science is a means to understand nature 5eing ob,ective #oc+bu,+roccupy space + memenuhi ruang matter 4 bahan )ealising that science is a means to understand nature *aving a critical and analytical thin&ing.

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WEEK 1=

LEARNING AREA %ensity

LEARNING O !EC"I#E Understanding density

LEARNING O$"COME A student is able to: "$ %efine density, <$ !plain why some ob,ects and li3uids float, =$ Solve simple problems related to density. A student is able to: ?$ %escribe how man uses the different states of matter, @$ %escribe how man applies the concept of density.

S$GGES"E% LEARNING AC"I#I"IES >$ Activity in3uiry %ensity of an ob,ect. %ensity of a li3uid.

"&L A''ROACH("S"S 2n3uiry4discovery Eisualising 7redicting Attributing .omparing and contrasting 7roblem solving .onte!tual Learning relating comparing and contrasting generating ideas.

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) 5eing honest and accurate in recording and validating data. Systematic *aving a critical and analytical thin&ing.

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Application of properties of matter

8nowing the application of properties of matter

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9loating and sin&ing of ob,ects )elationship between density and flotation

)ealising that science is a means to understand nature 5eing than&ful to ;od *aving a critical and analytical thin&ing %aring to try.

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'he various resources on earth

8nowing the different resources on earth

"O'IC /: "HE #ARIE") OF RESO$RCES ON EAR"H A student is able to: ;ather information about the :astery Learning 1$ List the resources on earth resources on earth, i.e. water, .omparing and needed to sustain life, air, soil, minerals. 9ossil fuels contrasting 2$ List the resources on earth and living things. )elating used in everyday life. ;rouping and classifying

*aving an interest and curiosity toward the environment 5eing than&ful to ;od Appreciating the balance of nature #oc+bu,+rLife + &ehidupan 8nowing + mengetahui )esources + sumber 'o sustain life + menyo&ong &esinambungan &ehidupan

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WEEK 1A

LEARNING AREA

LEARNING O !EC"I#E

LEARNING O$"COME

S$GGES"E% LEARNING AC"I#I"IES

"&L A''ROACH("S"S

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR)

'E'ERIKSAAN 'ER"ENGAHAN "AH$N 2C lements, compounds and mi!tures Understanding elements, compounds and mi!tures A student is able to: 1$ State what elements, compounds and mi!tures are, 2$ ;ive e!amples of elements, compounds and mi!tures, "$ State the differences between elements, compounds and mi!tures, <$ .arry out activities to compare the properties of different metal and non metal, =$ .lassify element as metals and non4metals based on their characteristics, >$ ;ive e!amples of metals and non4metals. ?$ .arry out activities to separate the components of a mi!ture. 1.;ather information and discuss: a$ what elements, compounds and mi!tures are, b$ what metals and non4 metals are, c$ e!amples of elements, compounds, mi!tures, metals and non4metals. 2..ompare and contrast the properties of elements, compounds and mi!tures. "..arry out activaties to compare the properties of metals in terms of appearance, hardness, conductivity of heat and conductivity of electricity. <..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. :astery Learning Attributing .omparing and contrasting ;rouping and classifying :a&ing generali6ations 2n3uiry4discovery .omparing and contrasting Attributing )elating Synthesising :a&ing inferences ;enerating ideas 7redicting analysing *aving a critical and analytical thin&ing *aving an interest and curiosity toward the environment 5eing responsible for the safety of oneself, others and the environment )ealising that science is a means to understand nature 5eing fair and ,ust 5eing confident and independent #oc+bu,+rAppearance + rupa .haracteristics + ciri .lassify + mengelas&an .ompound + sebatian .omponents + &omponen .onductivity + &e&ondu&sian lecticity + ele&tri& *ardness + &e&erasan *eat + haba :i!ture + campuran Separate + mengasing&an Understanding 4 memahami

WESAK %A) 20t1 MA) 2 "H$RS%A) 3

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WEEK 21

LEARNING AREA 'he importance of the variety of earth1s resources to man

LEARNING O !EC"I#E Appreciating the importance of the variety of earth1s resources to man

LEARNING O$"COME A student is able to: 1$ !plain the importance of variety of earth1s 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, <$ 7ractice reusing and recycling of materials e.g. using old unfinished e!ercise boo&s as note boo&s and collection old newspapers for recycling.

S$GGES"E% LEARNING AC"I#I"IES 1$ %iscuss the importance of earth1s resources 0water, 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. "$ ;ather information on the preservation and conservation of resources on earh. <$ %iscuss the importances of the preservation and conservation of resources on earth 0e.g. recycling of paper will help reduce the cutting down of treesB conserving clean water prevents water shortage$. =$ .arry out a pro,ect-campaign-competit ion on the recycling of materials.

"&L A''ROACH("S"S :astery Learning )elating valuating 7rioriti6ing

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) *aving an interest and curiosity toward the environment )ealising that science is a means to understand nature 5eing than&ful to ;od 'hin&ing rationally #oc+bu,+rAppreciating + menghargai .oncept map + peta &onsep .onservation + pemuliharaanpengunaan ber&hemat #eed for life + &eperluan hidup 7reservation + pemeliharaan )esources + sumber )elationship 4 hubung&ait

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WEEK 22

LEARNING AREA 'he composition of air

LEARNING O !EC"I#E =.1 Understandi ng what air is made up of.

"o*ic 4 :"HE AIR ARO$N% $S LEARNING O$"COME S$GGES"E% LEARNING AC"I#I"IES A student is able to: 1$ State what air is made up of, 2$ !plain why air is a mi!ture,state the average percentage of nitrogen, o!ygen and carbon dio!ide in air, "$ .arry out activities to show: i.the percentage of o!ygen in air, ii. that air contains water vapour, microorganisms and dust. ;ather information on: a$ 'he composition of air, b$ 'he percentage of nitrogen, o!ygen and carbon dio!ide in air. .arry out activities to show: a$ 'he percentage of o!ygen in air, b$ that air contains water vapour, microorganisms and dust.

"&L A''ROACH("S"S :astery Learning attributing comparing and contrasting relating 2n3uiry4discovery analy6ing attributing ma&ing inferences comparing and contrasting relating predicting

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) *aving an interest and curiosity toward the environment )ealising that science is a means to understand nature 5eing than&ful to ;od 5eing fair and ,ust 'hin&ing rationally 5eing confident and independent #oc+bu,+r.arbon dio!ide + &arbon dio&sida .omposition + &omposisi %ust + habu& :icroorganisms + mi&roorganisma #itrogen + nitrogen D!ygen + o&sigen 2nert gas + gas nadir Fater vapour + wap air

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WEEK 2"

LEARNING AREA 'he properties of o!ygen and carbon dio!ide

LEARNING O !EC"I#E Understanding the properties of o!ygen and carbon dio!ide

LEARNING O$"COME A student is able to: 1$ List the properties of o!ygen and carbon dio!ide, 2$ 2dentify o!ygen and carbon dio!ide based on its properties, "$ .hoose a suitable test for o!ygen and carbon dio!ide

S$GGES"E% LEARNING AC"I#I"IES ;ather information on the properties of o!ygen and carbon dio!ide. .arry out activities to show the properties of o!ygen and carbon dio!ide in the following aspects: a$ Solubility in water b$ )eaction with sodium hydro!ide c$ 'he effect on: glowing and burning wooden splinter, litmus paper, lime water, bicarbonate indicator.

"&L A''ROACH("S"S :astery Learning attributing comparing and contrasting relating 2n3uiry4discovery relating ma&ing inferences evaluating #oc+bu,+rSolubility + &eterlarutan Fooden splinter + &ayu u,i "&L A''ROACH("S"S :astery Learning attributing relating 2n3uiry4discovery relating ma&ing inferences predicting comparing and contrasting conte!tual learning

WEEK 2<

LEARNING AREA D!ygen is needed for respiration

LEARNING O !EC"I#E Understanding o!ygen is needed in respiration

LEARNING O$"COME A student is able to: 1$ 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, <$ State that o!ygen is needed for respiration, =$ .arry out an e!periment to show that living things uses o!ygen and give out carbon

S$GGES"E% LEARNING AC"I#I"IES ;ather information and discuss respiration. .arry out an e!periment to show that during respiration, living things a$ Use o!ygen b$ ;ive out carbon dio!ide c$ 2nhaled and e!haled air

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) *aving an interest and curiosity toward the environment )ealising that science is a means to understand nature 5eing responsible for the safety of oneself, others and the environment 'hin&ing rationally 5eing confident and independent 5eing ob,ective #oc+bu,+rLime water + air &apur ;lowing + berbara 2ndicator + penun,u& )eaction + tinda& balas SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) *aving a critical and analytical thin&ing )ealising that science is a means to understand nature 'hin&ing rationally 5eing confident and independent 5eing ob,ective #oc+bu,+rnergy + tenaga !haled air + udara hembusan 2nhaled air + udara sedutan )ole + peranan )ate f respiration + &adar respirasi Fater vapour + wap air Geast 4 yis

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dio!ide during respiration. C$"I ISRAK MIKRA! 5t1 !$L 2"H$RS%A)3 WEEK 2= LEARNING AREA D!ygen is needed for combustion LEARNING O !EC"I#E Understanding that o!ygen is needed for combustion 0burning$ LEARNING O$"COME A student is able to: 1$ State what combustion is, 2$ State that o!ygen is needed for combustion, "$ List the products of combustion, <$ .arry out e!periments to investigate combustion S$GGES"E% LEARNING AC"I#I"IES ;ather information and discuss combustion. 1$ .arry out an e!periment to: a$ Show that o!ygen is needed for combustion, b$ 2nvertigate the effect of the si6e 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. "&L A''ROACH("S"S :astery Learning attributing relating 2n3uiry4discovery attributing analy6ing predicting ma&ing inferences evaluating synthesi6ing analysing SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) *aving a critical and analytical thin&ing )ealising that science is a means to understand nature 'hin&ing rationally 5eing confident and independent 5eing fair and ,ust 5eing responsible for the safety of oneself, others and the environment #oc+bu,+r.andle + lilin .harcoal + arang .ombustion + pemba&aran .arbon + &arbon 7roduct + hasil )ealising that science is a means to understand nature 'hin&ing rationally 5eing cooperative 5eing confident and independent #oc+bu,+rAir pollution + pencemaran udara .ontrol + mengawal ffect + &esan Analy6ing + menganalisa nvironment + alam se&itar 7revent + mencegah 7ollutant + bahan pencemar Sources 4 sumber

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'he effects of air pollution

Analy6ing 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 <$ %escribe the effects of air pollutants, =$ !plain the steps needed to prevent and control air pollution.

;ather information and discuss: 1$ Fhat air pollution is, 2$ !amples of air pollutants. "$ 'he sources of air pollutants, <$ 'he effects of air pollution on man and the environment, =$ 'he steps needed to control air pollution. .arry out a pro,ect to study: 1$ Air pollution 2 an area around the school

2n3uiry4discovery

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WEEK 2A

LEARNING AREA 'he importance of &eeping the air clean

LEARNING O !EC"I#E )ealising the importance of &eeping the air clean

LEARNING O$"COME A student is able to: 1$ %escribe how life would be without clean air, 2$ Suggest ways to &eep the air clean, "$ 7ractise habits that &eep the air clean.

2$ 'he effects of air pollution. S$GGES"E% LEARNING AC"I#I"IES ;ather information and discuss: 1$ 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.

"&L A''ROACH("S"S :astery Learning relating evaluating comporing and contrasting predicting 2n3uiry4discovery relating predicting general ideas

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) *aving an interest and curiosity toward the environment Appreciating and practicing clean and healthy living )ealising that science is a means to understand nature 'hin&ing rationally #oc+bu,+r%escribe + perihal&an *abits + amalan Suggest 4 cadangan

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WEEK "C

LEARNING AREA 'he various forms and sources of energy

LEARNING O !EC"I#E Understanding various forms and sources of energy

"o*ic . : SO$RCES OF ENERG) LEARNING O$"COME S$GGES"E% LEARNING AC"I#I"IES A student is able to: 1$ List various forms of energy, 2$ List various sources of energy, "$ 2dentify energy changes, <$ 2dentify the sun as the primary souce of energy, =$ .arry out an activity to investigate energy change from potential to &inetic energy and vice versa. ;ather information about the various forms and sources of energy and energy changes. %iscuss the sun as the primary sources of energy. .arry out activity to see the energy change: 1$ 9rom potential to &inetic energy for e!ample a ball rolling down an inclined slope, 2$ 9rom &enitic to potential energy for e!ample the winding of the coil in a toy car.

"&L A''ROACH("S"S :astery Learning attributing relating grouping and classifying 2n3uiry4discovery relating analysing ma&ing inferences

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)enewable and non4 renewable energy sources

Understanding renewable and non4renewable energy sources

A student is able to: 1$ %efine renewable and non4 renewable sources sources of energy, 2$ ;roup the various sources of energy into renewable and non4renewable "$ !plain why we need to conserve energy <$ Suggest ways to use energy efficiently.

;ather information and discuss the meaning of renewable and non4renewable energy souces. .arry out a pro,ect on: 1$ )enewable and non4 renewable energy sources, 2$ 'he uses of solar energy, "$ 'he ways to increase efficient use of energy.

.onte!tual learning :astery Learning 2n3uiry4discovery )elating ;rouping and classifying .omparing and contrasting ma&ing conclusions

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) *aving an interest and curiosity toward the environment 5eing than&ful to Allah )ealising that science is a means to understand nature 'hin&ing rationally 5eing confident and independent #oc+bu,+r.oil + spring nergy change + perubahan bentu& tenaga 9orm + bentu& 2nclined slope + satah condong 8inetic energy + tenagn &inetic 7otential energy + tenaga &eupayaan 7rimary sources + sumber utama Earious + pelbagai Eice versa 4 sebali&nya )ealising that science is a means to understand nature 5eing than&ful to Allah 'hin&ing rationally 5eing cooperative 5eing confident and independent #oc+bu,+rfficient + ce&ap .onserve + memelihara #on4renewable + tida& boleh diperbahurui )enewable + boleh diperbaharui Solar energy + tenaga suria

)7' Sc form one- 1<

WEEK "2

LEARNING AREA 'he importance of conserving energy sources

LEARNING O !EC"I#E )eali6ing the importance of conserving energy sources

LEARNING O$"COME A student is able to: 1$ %escribe the importance of conserving energy sources, 2$ !plain the use and management of energy sources.

S$GGES"E% LEARNING AC"I#I"IES %iscuss the importance of conserving energy sources. %iscuss the use and management of energy sources.

"&L A''ROACH("S"S :astery Learning )elating ;rouping and classifying .omparing and contrasting evaluating

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) *aving an interest and curiosity toward the environment 5eing than&ful to Allah #oc+bu,+r:anagement 4 pengurusan

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*eat

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, <$ ;ive e!amples of the uses of heat, =$ State the meaning of temperature, >$ State the difference between haet and temperature.

.arry out activities to show: 1$ 'he sun gives out heat, 2$ Fays to produce heat, "$ *eat and temperature are not the same, 0as& students to predict and observe how the temperatures change,e.g. when tey mi! volumes of hot and cold water$ %iscuss: 1$ 'hat heat is a form of energy, 2$ 'he uses of heat in our daily life, "$ Fhat temperature is, <$ 'he difference between temperature and heat.

)ealising that science is a means to understand nature 5eing than&ful to Allah #oc+bu,+r%aily life + &ehidupan harian %ifference + perbe6aan !amples + contoh ;ives out + mengeluar&an *eat + haba :eaning +ma&sud 'emperature 4 suhu

)7' Sc form one- 1=

WEEK "<

LEARNING AREA *eat

LEARNING O !EC"I#E Understanding heat flow and its effect

LEARNING O$"COME A student is able to: 1$ State that heat causes solids, li3uid and gases to e!pand and contract, 2$ State that heat flows in three different ways 0conduction, convention and radiation$, "$ State that heat flows from from hot to cold, <$ ;ive e!amples of heat flow in natural phenomena, =$ State wahat a heat insulator is, >$ List uses of heat conductors and heat insulators in daily life, ?$ .arry out an e!periment to investigate different materials as heat insulators.

S$GGES"E% LEARNING AC"I#I"IES .arry out activities to show that heat cause solids, li3uid and gases to e!pand and contract.0ball and ring, mercury in thermometer and air in round4bottomed flas&$ .arry out activities to show how heat flows by conduction, convention and radiation, .arry out group activities to discuss: 1$ natural phenomena such as land bree6e, sea bree6e and the warning of the earth by the sun, how buildings can &ept cool, 2$ what a heat conductor is, "$ what a heat insulator is, <$ the uses of heat conductors and heat insulators in daily life. .arry out e!periment to investigate different materials as heat insulators.

"&L A''ROACH("S"S

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) *aving an interest and curiosity toward the environment )ealising that science is a means to understand nature 5eing than&ful to Allah #oc+bu,+r.onduction + &ondu&si .ontract + mengecut .onvection + perola&an !pand + mengembang 9low + mengalir ;as + gas 2nsulator + penebat Land bree6e + bayu darat Li3uid + cecair #atural phenomena + fenomena alam )adiation + sinaran Sea bree6e + bayu laut Solid + pepe,al

)7' Sc form one- 1>

WEEK "<

LEARNING AREA 'he effect of heat on matter

LEARNING O !EC"I#E Analy6ing the effect of heat on matter

LEARNING O$"COME A student is able to: 1$ State the change in state of matter in physical processes, 2$ !plain that change in state of matter involves absorbtion and release of heat, "$ ;ive e!amples of daily observations which show a change in state of matter.

S$GGES"E% LEARNING AC"I#I"IES .arry out activities to show the change in state of matter in physical processes. %iscuss: 1$ 'he effects of heat on the state of matter 2$ !amples of daily observation which shows a change in state of matter.

"&L A''ROACH("S"S :astery Learning )elating .omparing and contrasting :a&ing inferences Analy6ing 2n3uiry4discovery Analy6ing Attributing

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) *aving an interest and curiosity toward the environment )ealising that science is a means to understand nature 5eing than&ful to Allah 'hin&ing rationally 5eing confident and independent #oc+bu,+r5oiling + pendidihan .ondensation + &ondensasi vaporation + penye,atan 9ee6ing + pembe&uan :elting + peleburan 7rocess + proses )eference + ru,u&an Sublimation + peme,alwapan *aving an interest and curiosity toward the environment )ealising that science is a means to understand nature 5eing than&ful to Allah 'hin&ing rationally #oc+bu,+r5imetallic strip + ,alur dwilogam !pansion + pengembangan .ontraction + pengecutan 9ire alarm + alat penggera &eba&aran )oller + penggole& Steel bridges + ,ambatan logam

"=

*eat

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.

%iscuss the uses of e!pansion and contraction of matter in the following: 1$ :ercury in a thermometer, 2$ 'he bimetallic strip in a fire alarm, "$ ;aps in railwy trac&, <$ )ollers in steel bridges. %iscuss the uses of the principle of e!pansion and contraction of matter to solve simple problems.

:astery Learning )elating Analy6ing .omparing and contrasting evaluating

)7' Sc form one- 1?

WEEK "=

LEARNING AREA Absorption and radiation of heat

LEARNING O !EC"I#E Understanding hat dar&, dull ob,ects absorp and give out heat better

LEARNING O$"COME A student is able to: 1$ State that dar&, dull ob,ects absorp heat better rthan white, 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: 7ut into practice the principle of heat low to provide comfortable living.

S$GGES"E% LEARNING AC"I#I"IES .arry out e!periments to show that: 1$ dar&, dull ob,ects absorp heat better rthan white, shiny ob,ects, 2$ dar&, dull ob,ects give out heat better than white, shiny ob,ects,

"&L A''ROACH("S"S 2n3uiry4discovery relating Analy6ing :a&ing inferences 2n3uiry4discovery relating attributing Analysing :astery Learning )elating :a&ing inferences Analy6ing

SCIEN"IFIC A""I"$%ES & NO LE #AL$ES (#OCA $LAR) )ealising that science is a means to understand nature 'hin&ing rationally 5eing confident and independent #oc+bu,+rAbsorp + meyerap %ull + pudar %ar& 4 gelap )ealising that science is a means to understand nature 5eing than&ful to Allah 'hin&ing rationally #oc+bu,+r2mprove air circulation + memperbai&i pengudaraan .omfortable living + &ehidupan yang selesa

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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.

)7' Sc form one- 1@