SEKOLAH MENENGAH KEBANGSAAN MAK MANDIN, BUTTERWORTH SCHEME OF WORK SCIENCE FORM 1 ( 2014 )

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

Week

Learning Objectives

Suggested Learning Activities

Learning Outcomes

Band

1 2.1.14 3.1.14

1.1

Describe examples of natural phenomena that Understanding students see around that science is them : a part of a) growth of human everyday life from a baby to an adult, b) fall of a ball to the ground c) melting of ice Discuss the uses and benefits of science in everyday life.

A student is able to : list what he sees around him that is related to science, explain the importance of science in everyday life, name some careers in science such as : a) science teachers b) doctors c) engineers
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2 6.1.14 10.1.14

1.2

Carry out a scientific investigation to study Understanding the relationship the steps in a between the length of a scientific simple pendulum investigation and the number of complete swings in a given time

A student is able to : state the steps in a scientific investigation

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carry out a scientific investigation

The students will be able to : a) identify the problem b) make a smart guess (form a hypothesis), c) plan the experiment d) carry out the experiment

3 13.1.14 17.1.14

1.3 Knowing physical quantities and their units

Identify physical quantities (length, mass, time temperature and electric current) Find words with the prefixes used in measurements such as kilo-, centi-, and milli-. Find the symbols used for these units of measurement. Find the values of these prefixes.

A student is able to : state physical quantities : length, mass, time, temperature and electric current, state the S.I. units of physical quantities and their corresponding symbols state the symbols and values of prefixes for unit of length and mass : milli-, centi-, and kiloidentify and use appropriate prefixes
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4 20.1.14 24.1.14

1.4

5 27.1.14 29.1.14

Measure the length the straight lines, curves Understanding and the diameter of the use of objects using rulers, measuring thread and calipers. tools Estimate the area of regular and irregular shapes using graph paper. Measure volume of liquids using measuring cylinder, pipette or burette. Determine the volume of regular and irregular solids using water displacement method. Discuss the right choice of tool in making measurements. Apply the above measurement skills in the context of an experiment.

A student is able to : choose the right tool and measure length in the context of an experiment estimate area of regular and irregular shapes using graph paper choose the right tool and measure the volume of liquid choose the right tool to measure the body temperature and the temperature of a liquid, determine the volume of solids using water displacement method
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6 4.2.14 7.2.14

1.5 Understanding Find the weight of the concept of different objects using a mass and spring balance. weight Discuss weight as the pull of the earth (gravitational force) on an object. Discuss mass as quantity of matter.

A student is able to : determine the weight of an object, explain the concept of weight explain the concept of mass

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7 10.2.14 14.2.14

Discuss the difference between mass and weight.

determine the mass of an object, explain the difference between mass and weight, apply the use of spring and beam/lever balance A student is able to : give examples of problems that may arise if standard units are not used.

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8 17.2.14 21.2.14

1.6 Realizing the importance of standard units in everyday life.

Discuss the various units of measurement, e.g. units for length (feet, yard, chain, mile, meter, kilometer), units for weight (pound, ounce, kati, tahil, gram, kilogram)

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

THEME : MAN AND THE VARIETY OF LIVING THINGS Learning Area : 1. Cell as a unit of life

9 24.2.14 28.2.14

1.1 Understanding Identify the smallest cells. living unit that makes up an organism.

A student is able to : identify that the cell is B1D2E1 the basic unit of living things prepare slides following the proper procedures use a microscope properly identify the general structures of animal cell and plant cells,
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Study the general structure of cheek cells and onion cells . 10 3.3.14 7.3.14 Draw and label the different structures of an animal cell and a plant cell. Compare an animal cell and a plant cell. Gather information on cell structures and discuss their functions.

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draw the general structure of an animal and 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 the two cells.

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11 10.3.14 14.3.14

1.2 Understanding unicellular organism and multicellular organism

Gather information about unicellular organisms and multicellular organisms.

A student is able to : state the meaning of unicellular organisms and multicellular organisms, give examples of unicellular organisms and multicellular organisms.
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Observe examples of unicellular organisms and multicellular organisms under a microscope.

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12 17.3.14 21.3.14

1.3 Understanding that cells form tissues, organs and systems in the human body Gather information and discuss : a. Types of cells b Functions of different types of cells c. Use a graphic organizer (e.g. ladder of hierarchy) to show the organization of cells Discuss why human beings are complex organisms

1.4 Realising that humans are complex organisms

A student is able to: name the different types of human cells state the function of different types of human cells arrange sequentially cell organisation from simple to complex explain why human beings are complex organisms

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22.3.14-30.3.14 CUTI PERTENGAHAN TAHUN

THEME : MATTER IN NATURE Learning Area : 1. Matter A student is able to : 13 31.3.14 4.4.14 Through activities, show 1.1 that things such as book, air, water, soil an Understanding living things have mass that matter and occupy space. has mass and occupies space. Discuss what matter is. state that things have mass and occupy space B3D7E1 explain what matter is, and to relate things and matter carry out activities to B4D7E1 show that air, water, soil and living things have mass and occupy space.
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List examples of matter 14 7.4.14 11.4.14 1.2 Understanding The three states of matter Gather information and discuss a) what matter is made up of, b) what the three states of matter are. Compare the three states of matter in terms of :

A student is able to : state that matter is made up of particles, state the three states of 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

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a) the arrangement of particles, b) the movement of particles. Simulate the arrangement and movement of particles in the three states of matter.

15 14.4.14 18.4.14

1.3

Carry out activities to find the densities of Understanding regular/irregular shaped the concept of objects and liquids. density Carry out an activity to show substances with lower densities float on liquids with a higher density

A student is able to: define density explain why some 0bjects and liquids float solve simple problems related to density carry out activities to explore the densities of objects and liquids

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16

1.4

21.4.14 Appreciating the use of 25.4.14 properties of matter everyday life

Gather information and discuss how : a) man uses his knowledge of different states of matter to store and transport gases and liquids, b) man uses the concept of density in making rafts, floats etc. Carry out an activity to explore the applications of the concept of floating and sinking related to density.

A student is able to : describe how man uses the different states of matter, describe how man applies the concept of density, carry out an activity to explore the applications of the concept of floating and sinking related to density.
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THEME : MATTER IN NATURE Learning area : 2. The variety of resources on earth 17 28.4.14 2.5.14 2.1 Knowing the different resources on earth. Gather information about the resources on earth, i.e. water, air, soil, minerals, fossil fuels and living things. A student is able to : list the resources on earth needed to sustain life, list the resources on earth used in everyday life.

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18 5.5.14 9.5.14

2.2

Gather information and discuss

A student is able to : state what elements, compounds and mixtures are, give examples of elements, compounds and mixtures, state the differences between elements, compounds and mixture,
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19 12.5.14 16.5.14

Understanding elements, a) what elements, compounds compounds and mixtures and mixtures are, b) what metals and non-metals are, c) examples of elements, compounds, mixtures, metals and non-metals Compare and contrast the properties of elements, compounds and mixtures.

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Carry out activities to compare the properties of metals and nonmetals in terms of appearance, hardness and conductivity of electricity. Carry out activities to separate the components of mixtures a) mixture of iron filings and sulphur powder b) mixture of sand and salt.

carry out activities to compare the properties of different metal and non-metals, classify elements as metals and non-metals based on their characteristics, give examples of metals and nonmetals, carry out activities to separate the components of a mixture

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20 19.5.14 23.5.14 PENTAKSIRAN SUMATIF PERTENGAHAN TAHUN

21 26.5.14 27.5.14

2.3 Appreciating the importance of the earths variety of resources to man

Discuss the importance of earths resources (water, air, soil, minerals, fossil fuels and living things) to man. Draw a concept map to show the relationship between these resources to the basic needs of life. Gather information on the preservation and conservation of resources on earth. Discuss the importance of the preservation and conservation of resources on earth (e.g. recycling of paper will help reduce the cutting down of trees; conserving clean water prevents water shortage)

A student is able to : explain the importance of variety of earths resources to man, state the meaning of the preservation and conservation of resources on earth, state the importance of the preservation and conservation of resources on earth, practise reusing and recycling of materials e.g. using old unfinished exercise books as note books and collecting old newspapers for recycling.
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22 16.6.14 20.6.14

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THEME : MATTER IN NATURE Learning area : 3. The air around us

23 23.6.14 27.6.14

3.1

Gather information on : a) the composition of Understanding air, what air is b) the percentage of made up of nitrogen, (the oxygen and carbon composition of dioxide air) in air

A student is able to : state what air is made up of, explain why air is a mixture, state the average percentage of nitrogen, oxygen and carbon dioxide in air,
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24 30.6.14 4.7.14

3.2 Understanding the properties of oxygen and carbon dioxide Carry out activities to show : a) the percentage of oxygen in air carry out activities to show a) the percentage of oxygen in air
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b) that air contains water vapour, microorganisms and dust.

b) that air contains water vapour, microorganisms and dust. A student is able to : list the properties of oxygen and carbon dioxide, identify oxygen and carbon dioxide based on its properties, choose a suitable test for oxygen and carbon dioxide
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Gather information on the properties of oxygen and carbon dioxide

Carry out activities to show the properties Of oxygen and carbon dioxide.

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25 7.7.14 11.7.14

3.3

Gather information and discuss respiration.

A student is able to : state that energy, carbon dioxide and water vapour are the products of respiration, relate that living things use oxygen and give out carbon dioxide during respiration, compare and contrast the content of oxygen in inhaled and exhaled air in humans, state that oxygen is needed for respiration,

Understanding oxygen is Carry out experiment to needed in show that during respiration respiration, living things a) use oxygen b) give out carbon dioxide

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 carry out an experiment to show that living things use respiration oxygen and give out carbon dioxide during

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26 14.7.14 18.7.14

3.4

Gather information and discuss combustion.

A student is able to : state what combustion is, state that oxygen is needed for combustion , list the products of combustion,
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Understanding oxygen is Carry out experiments needed for to : combustion a) show that oxygen is needed for combustion, b) investigate the effect of the size of a container on the length of time a candle burns. Carry out an activity to test for the products of combustion of charcoal such as carbon dioxide and water

27 21.7.14 25.7.14

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carry out an experiment to investigate combustion

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28 28.7.14 1.8.14

3.5 Analysing the effects of air pollution. Gather information and discuss : a) what air pollution is, b) examples of air pollutants, c) the sources of air pollutants, d) the effects of air pollution on man and the

A student is able to : explain what air pollution is, list examples of air pollutants, list the sources of air pollutants, describe the effects of air pollution, explain the steps
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environment, e) the steps needed to control air pollution 29 3.6 4.8.14 8.8.14 Realizing the importance of keeping the air clean Gather information and discuss a) how life would be without clean air, b) ways to keep the air clean, c) habits that keep the air clean.

needed to prevent and control air pollution A student is able to : describe how life would be without clean air, suggest ways to keep the air clean, practise habits that keep the air clean
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THEME : ENERGY Learning Area : 1. Sources of energy

30 11.8.14 15.8.14

1.1 Understanding various forms and sources of energy

Gather information about the various forms and sources of energy and energy changes. Discuss the sun as the primary source of energy. Carry out activities to see the energy changes : from potential to kinetic energy for example a ball rolling down an inclined slope from kinetic to potential energy for

A student is able to : list the various forms of energy list the various sources of energy, identify energy changes,
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1.2

identify the sun as the primary source of energy, carry out an activity to investigate energy changes from potential to kinetic energy and vice versa.

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31 18.8.14 22.8.14

Understanding Gather information on renewable renewable and non example the and non renewable energy renewable sources winding of the coil in a toy energy car.

A student is able to : define renewable and non renewable sources of energy

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32 25.8.14 29.8.14 1.3 Realizing the importance of conserving energy sources Discuss the importance of conserving energy sources. Discuss the use and management of energy sources.

group the various sources of energy into renewable and non renewable explain why we need to conserve energy suggest ways to use energy efficiently

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A student is able to describe the importance of conserving energy sources explain the use and management of energy sources

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THEME : ENERGY Learning Area : 2. Heat

33 1.9.14 5.9.14

2.1 Understanding heat as a form of energy

Carry out activities to show : a) the sun gives out heat b) ways to produce heat c) heat and temperatureare not the same (Ask students to predict and observe how the temperatures change, e.g. when they mix volumes of hot and cold water)

A student is able to : state that the sun gives out heat, state other sources of heat, state that heat is a form of energy, give examples of the uses of heat, state the meaning of temperature, state the difference between heat and temperature
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34 8.9.14 12.9.14

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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 and heat 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 e) the uses of heat insulators in our daily life. Carry out an experiment to investigate different materials as heat insulators. A student is able to : state that heat causes solids, liquids, gases to expand and contract state that heat flows in three different ways state that heat flows 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 carry out an experiment to investigate different materials as heat insulators
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35 22.9.14 26.9.14

2.2 Understanding heat flow and its effect.

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36 29.9.14 3.10.14

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37 6.10.14 10.10.14

2.3 Analysing the effect of heat on matter

Carry out activities to show the change in state of matter in physical processes. Discuss : (i) the effect of heat on the state of matter (ii) examples of daily observation which shows a change in the state of matter

A student is able to : state the change in state of matter in physical processes explain that change in state of matter involves absorption and release of heat. give examples of daily observations which show a change in the state of matter
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38 13.10.14 17.10.14 39 20.10.14 24.10.14 2.4 Applying the principles of expansion and contraction of matter PENTAKSIRAN SUMATIF AKHIR TAHUN

Discuss the use of expansion and contraction of matter in the following : a) mercury in a thermometer b) the bimetallic strip in a fire alarm c) gaps in railway tracks d) rollers in steel bridges Discuss the use of the principle of expansion and contraction of matter to solve simple problems.

A student is able to : explain with examples the use of expansion and contraction of matter in daily life. Apply the principle of expansion and contraction of matter in solving simple problems.
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40 27.10.14 31.10.14

41 3.11.14 7.11.14

7.5 Understanding that dark, dull objects absorb and give out heat better than white, shiny objects

Carry out experiments to show that : a) dark, dull objects absorb heat better than white, shiny objects, b) dark, dull objects give out heat better than white, shiny objects

A student is able to : state that dark, dull objects absorb heat better than white, shiny objects state that dark, dull objects give out heat better than white, shiny objects, carry out experiments to investigate heat absorption and heat release.
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42 10.11.14 14.11.14

7.6 Appreciating the benefits of heat flow

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

A student is able to : put into practice the principle of heat flow to provide comfortable living

43 17.11.14 21.11.14

Revision Exercises