SUMMARY OF YEARLY LESSON PLAN SCIENCE FORM 2 (YEAR 2014)

WEEK/ DATE

THEME/ LEARNING AREA MANAGEMENT & CONTINUITY OF LIFE

LEARNING OBJECTIVE 1.1 Understanding the sensory organs and their functions 1.2 Understanding the sense of touch

LEARNING OUTCOME A student is able to a) identify and relate a sensory organ to its stimulus, b) state the pathway from stimulus to response

ACHIEVEMENT

1 1/1/14 -2/1/14

2 5/1/14 -9/1/14

THE WORLD THROUGH OUR SENSES

1.2 Understanding the sense of smell

A student is able to: a)identify the structure of the human skin involved in stimuli detection, b)state the function of different receptors c)draw conclusion on the sensitivity of the skin at different parts of the body. A student is able to: a) identify the structure of the nose, b) identify the position of the sensory cells in the detection of smell. A student is able to: a)identify the different areas of the tongue that respond to different taste, b) relate the sense of taste with the sense of smell. A student is able to: a)identify the structure of the human ear, b) explain the function of the different parts of the ear, c) describe how we hear. A student is able to: a) identify the structure of the human eye, b)explain the functions of different parts of the eye, c) describe how we see. A student is able to: a) describe the properties of light i.e. reflection and refraction, b) state the various defects of vision, c)explain ways to correct vision defects, d)state and give examples of the limitations of sight, e) connect stereoscopic and monocular visions with the survival of animals, f) identify the appropriate device to overcome the limitations of sight A student is able to: a) describe the properties of sound, b) explain the reflection and absorption of sound, c) explain the defects of hearing, d) explain ways of rectifying the defects in hearing, e) state the limitations of hearing, f) state the device used to overcome the limitations of hearing, g) explain stereophonic hearing. A student is able to: a) state the stimuli that cause response in plants, b) identify the parts of plants sensitive to specific stimulus, c) relate the response in plants to their survival.

1.4 Understanding the sense of taste

1.5 Understanding the sense of hearing

3 12/1/14 -16/1/14

1.6 Understanding the sense of sight

4 20/1/14 -23/1/14

1.7 Understanding light and sight

1.8 Understanding sound and hearing

5 26/1/14 -29/1/14

1.9 Understanding the stimuli and responses in plants

7 9/14 -13/2/14

MANAGEMENT & CONTINUITY OF LIFE

2.1 Analysing the classes of food

2.2 Evaluating the importance of a

A student is able to: a) explain through examples the classes of food, b) state the function of each class of food, c) test for starch, glucose, protein and fats. A student is able to: a) state what a balanced diet is, b) state the factors that must be considered when

balanced diet protein and fats,

Nutrition

2.3 Understanding the digestive system in man

8 16/2/14 -20/2/14

9 23/2/14 -27/2/14

2.4 Understanding the process of absorption of digested food 2.5 Understanding the reabsorption of water and defecation 2.6 Put into practice the habits of healthy eating .

10 2/3/14 -6/3/14

11 9/3/14 13 /3/14

MAN AND THE VARIETY OF LIVING THINGS 12 16/3/14 -20/3/14 1. Biodiversity

1.1 Understanding variety of living organisms and their classification

13 30/3/14 -3/4/14

MAN AND THE VARIETY OF LIVING THINGS

2.1 Analysing the interdependence among living organisms

2.2 Evaluating the interaction between living organisms

14 5/4/14 -10/4/14

2.Interdependence among living organism and the environment 15 13/4/14 -17/4/14

2.3 Synthesizing food web

16 20/4/14 -24/4/14

2.4 Analysing photosynthesis

planning a balanced diet, c) explain how the factors affect a balanced diet, d) state the quantity of energy in each gram of carbohydrate, A student is able to: a) explain what digestion is, b) identify the parts of the digestive system, c) describe the flow of food particles in the alimentary canal, d) state the functions of the organs in the digestive system, e) describe the process of digestion in the alimentary canal, f) list the end products of digestion of carbohydrate, A student is able to: a) explain the process of absorption of the products of digestion, b) make inference about the absorption of glucose through a Visking tube. A student is able to: a) state how water is reabsorbed in the large intestine, b) explain defecation, c) relate the problem of defecation with eating habits. A student is able to: a)justify the importance of eating nutritious food, b) put in practice good eating habits, c) justify the generous distribution of food to the underprivileged / needy, d) relate the dining culture of different people conforming to sensitivities and religious beliefs A student is able to: a)explain the diversity of living organisms in a habitat, b) classify various animals based on common characteristics, c) classify various plants based on common characteristics, d)explain the importance of biodiversity to the environment A student is able to: a) state what species, population and community are, b) state what habitat and ecosystem are, c) identify various habitats in one ecosystem, e) explain through examples the interdependence among living organisms and the environment to create a balanced ecosystem A student is able to: a) list the types of interactions between living organisms, b) explain with examples the interactions between living organisms, c) justify the importance of interaction between living organisms and the environment, d) explain through examples the advantages and disadvantages of biological control in regulating the number of pest in certain areas. A student is able to: a) explain what producers, consumers and decomposers are, b) combine a few food chains to construct a food web, c) identify the producer, consumer and decomposer in a food web, d) construct a pyramid number from a food chain, e) relate the food web and the pyramid number to energy flow, f) predict the consequences if a certain component of living organisms in the ecosystem is missing. A student is able to: a)state what photosynthesis is, b) state the factors required for photosynthesis,

17 27/4/14 -30/4/14 18 4/5/14 -8/5/14

2.5 Evaluating the importance of conservation and preservation of living organisms.

c) state the products of photosynthesis, d)control the variables that are required for photosynthesis, e) explain the role of photosynthesis in maintaining a balanced ecosystem. A student is able to: a) explain what conservation and preservation are, b) explain the steps taken to preserve and conserve living organisms, c) justify the importance of conservation and preservation of living organisms, d) support activities organised by various parties to preserve and conserve the living organisms.

19 10/5/14 -15/5/14

2.6 Evaluating the role of man in maintaining balance of nature

A student is able to: a)explain the effects of human activities on the balance in nature, b) describe how man solves problems related to environment, c) justify that human need a stable, productive and balanced ecosystem.

20 & 21 10/5/14 -22/5/14 MATTER IN NATURE

1.1 Analysing the physical characteristic of water

22 15/6/14 -19/6/14

A student is able to: a) state the meaning of the freezing point of water, b) state the meaning of the boiling point of water, c) describe the physical characteristics of water, d) explain through examples the effects of impurities on the physical characteristics of water. A student is able to: a) determine the composition of water, b) test the presence of hydrogen and oxygen. A student is able to: a) explain what evaporation is, b) explain through examples the factors that affect the rate of evaporation of water with reference to the Kinetic Theory, c) compare and contrast between evaporation and boiling, d) describe the application of the evaporation of water in daily life. A student is able to: a) explain what solute, solvent and solution are, b) contrast and compare between dilute solution, c) concentrated and saturated solution, d) explain what suspension is, e) explain what solubility is, f) explain the factors affecting the solubility of solutes in water, g) explain the importance of water as a universal solvent in life, h) give examples on the uses of organic solvents in our everyday life A student is able to: a)identify the properties of acid, b)dentify the properties of alkali, c) state that acid and alkali only show their properties in the presence of water, d) explain through examples the definition of acid and

1. Water and Solution

1.2 Analysing the composition of water 1.3 Analysing the evaporation of water

23 22/6/14 26/6/14

1.4 Analysing the solution and solubility

23 22/6/14 26/6/14

1.5 Analysing acid and alkali

1.6 Analysing the method of water purification

24 30/6/14 3/7/14

alkali, e) identify the substances which are acidic or alkaline in everyday life, f) state the uses of acid and alkali in daily life, g) explain the meaning of neutralisation, h) write an equation in words to describe the neutralisation process, i) explain through examples the uses of neutralisation in daily life. A student is able to: a) list the natural sources of water, b) state the reasons for water purification, c) describe the various types of water purification, d) compare the strengths and weaknesses of the various types of water purification. A student is able to: a) describe how the water supply system works, b) explain ways to save water. A student is able to: a) give examples of water pollutants, b) explain the effect of water pollution on living things, c) explain ways to control water pollution, d) explain ways to preserve water and its quality. A student is able to : a) explain the existence of air pressure with reference to the Kinetic Theory, b) explain the factors affecting air pressure. A student is able to: a) explain with examples things that use the principle of air pressure, b) generate ideas to solve problems using the principle of air pressure, c) relate the safety measures taken when using gas under high pressure. A student is able to: a) state that a force is a push or a pull, b) explain the effects of forces, c) explain the various types of forces. A student is able to: a) state the unit of force, b) explain how a spring balance works, c) measure the magnitude of force. A student is able to: a) explain with example the existence of frictional force, b) state the direction and the magnitude of frictional force, c) carry out an experiment to show how different types of surfaces affect frictional force, d) explain the advantages and disadvantages of friction, e) explain ways to increase friction, f) explain ways to reduce friction, g) explain with examples the application of friction in daily life. A student is able to: a) explain with examples how work is done, a) state the unit of work, b) calculate the work done.

1.7 Analysing the water supply system 1.8 Understanding the preservation of water quality

25 6/7/14 10/7/14

MATTER IN NATURE

2.1 Understanding air pressure

27 20/7/14 -24/7/14 Air pressure

2.2 Applying the principle of air pressure in daily life

28 MATTER IN NATURE 29 3/8/14 7/8/14

1.1 Understanding force

FORCE AND MOTION

1.2 Understanding the measurement of force 1.3 Application of frictional force

30 10/8/14 -14/8/14

1.4 Application of work

31 17/8/14 -21/8/14

1.5 Application of

A student is able to: a) state the meaning of power,

power

b) state the unit of power, c) calculate power on the work done. A student is able to: a) describe how life will be if force does not exist

MATTER IN NATURE

1.6 Analysing the importance of force in life . 2.1 Understanding the support system in animals .

A student is able to: a) explain the support system in vertebrates and the various support systems in invertebrates, b) compare and contrast the support system between land and aquatic vertebrates, c) compare and contrast the support system between land and aquatic invertebrates.

32 24/8/14 -28/8/14

2.0 SUPPORT AND MOVEMENT

2.2 Understanding the support system in plants .

A student is able to: a) explain the various support systems in woody and nonwoody plants, b) classify plants based on their support systems.

2.3 Appreciating the support system in living things

TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY 33 1/9/14 -4/9/14

A student is able to: c) justify the importance of the support system to living things.

1.1 Understanding thet the centre of gravity affects stability

A student is able to: a) determine the point of equilibrium in regular and irregular shapes, b) relate the point of equilibrium as the centre of gravity of objects, c) relate the centre of gravity to the stability of objects. A student is able to: a) suggest ways to improve the stability of objects around them, b) explain with examples the application of stability in life. A student is able to: a) list things around them that use the principle of the lever, b) state what a lever can do, c) identify load, force and fulcrum in the lever, d) classify levers, e) explain what is meant by the moment of a force, f) solve problems related to levers.

1. Stability

1.2 Appreciating the importance of stability 2.1 Analysing levers

TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

34 7/9/14 -11/9/14

2. Simple Machine

2.2 Appreciating the innovative efforts in the design of machines to simplify work.

A student is able to: a) design or improvise a device that use the principle of a lever.