6.

0 Guidelines on Differentiated Instruction For Science Year 7 (Interim Stage)

Topic / Sub-topic /
No. Objectives Must Do Should Do Could Do
Time Frame (Weeks)
1.0 INTRODUCING Students should be able to:
SCIENCE –
11 WEEKS
1.1 Laboratory safety • state the basic laboratory safety rules including the standard • • •
evacuation procedure in case of fire in the laboratories;

• explain first aid treatment in common laboratory mishaps (chemical • • •

spills on body and eye, burn from hot water or apparatus);

1.2 Handling common • identify common laboratory apparatus and state their functions (test • • •
laboratory apparatus tube, dropper, evaporating dish, conical flask, boiling tube,
test tube holder, glass rod, beaker, measuring cylinder, evaporating
dish, filter funnel, wire gauze, tripod stand);

• draw sectional diagrams of common laboratory apparatus; • • •

•
• identify the different parts of a Bunsen burner or Labo gas burner • • •
(chimney, collar and air hole)

• state the function of the different parts of a Bunsen burner and • • •

Labo gas burner;

• carry out the proper technique of lighting a Labo gas burner; • • •

1.3 Measurements • show an awareness of the limitations of human sense organs and • • •
thus the need for measuring instruments;

• state the SI units for length, area, volume, time, mass and • • •
temperature;
• carry out inter-conversion of units e.g. 11kilometres to metres, • • •
centimetres to metres and kilograms to grams;
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No. Topic / Sub-topic / Objectives
Time Frame Must Do Should Do Could Do
(Weeks)
1.3.1 Length, area and • recognise how to read meter rule correctly (parallax error); • • •
volume
• calculate the area of a regular-shaped object; • • •
• estimate the approximate area of an irregular-shaped object e.g. the • • •
palm of the hand, the foot or the leaf;
• calculate the volume of a regular-shaped object; • • •
• recognise how to read the volume using the meniscus level of the • • •
measuring cylinder;
• carry out an activity to find the volume of an irregular-shaped object • • •
using the displacement of liquid method;
1.3.2 Mass and time • show proficiency in the proper use of stopwatch, stop clock, beam • • •
balance and electronic balance;
• show an awareness of the accuracy of an electronic balance; • • •
1.3.3 Density • define density as mass of a substance in one cubic 12rganizati; • • •
• use the formula of density in calculations; • • •
• state that solids of the same substance have the same density • • •
irrespective of shape and size.
• carry out an activity to find out that different substances will have • • •
different densities
• recognise that floating depends on the density of matter with
reference to:
i) floating of a liquid on another liquid (limit to two liquids only); • • •

ii) floating of a solid on a liquid; • • •

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No. Topic / Sub-topic / Objectives
Time Frame Must Do Should Do Could Do
(Weeks)
1.3.4 Temperature • state that temperature is a measure of the degree of hotness or • • •
coldness;
• show an understanding of the safety precautions when handling • • •
the mercury thermometer;
• read the mercury and alcohol thermometers; • • •
• state the limitations of mercury and alcohol thermometers; • • •
• state the fixed points (ice point and steam point); • • •
1.4 Process skills in • show an understanding that in carrying out scientific experiments, • • •
scientific three basic steps are recognised e.g. planning, observation and
investigations conclusion; and

• recognise that in carrying out scientific experiments, basic science • • •

process skills are required (observing, recording, measuring,
communicating).
2.0 WATER – 3 WEEKS Students should be able to:
2.1 States of water • state the three states of water : solid (ice), liquid (water) and gas • • •
(steam);
• observe the changes of water in different states of matter (with • • •
reference to boiling point, melting point and freezing point);
• state the difference between evaporation and boiling in terms of • • •
temperature;
• demonstrate and state that a solid (solute) dissolves in water • • •
(solvent) to form a solution with reference to salt, sugar, sodium
hydroxide pellet, copper sulphate;

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 • state that gases also dissolve in water with reference to carbon • • •
dioxide and ammonia gas only;

No. Objectives
Topic / Sub-topic /
Must Do Should Do Could Do
Time Frame (Weeks)

2.2 Separation • use appropriate techniques for separating constituents of mixtures • • •

technique by physical means (i.e. filtration, evaporation, chromatography and
distillation);
• describe and use paper chromatography; and   •
• interpret chromatograms in terms of the number of different dyes  • •
present. Use only food colourings and ink.
3.0 CLASSIFICATION – Students should be able to:
3 WEEKS
3.1 Characteristics of • list the main differences between living and non living things; • • •
living things
3.2 Diversity and • recognise that there is a variety of plants and animals which can be • • •
classification of grouped on the basis of observable external characteristics;
plants and animals
• classify an assortment of objects based on observable features e.g. • • •
colour, shape, size, smell as an introduction to classification skill;
• classify plants and animals according to common observable • • •
characteristics into Plants: algae, fern, seed plants (flowering and
non-flowering plants); Animals: animals without backbones (worms,
molluscs, arthropods); animals with backbones (fishes, reptiles,
mammals, amphibians and birds);
• construct a simple classification key and use it to identify • • •
organisms; and
• show an awareness of the existence of microorganisms such as • • •
fungi, bacteria and viruses which are not classified as either plants
or animals;
4.0 FORCES – 3 WEEKS Students should be able to:
14
4.1 Types of forces • identify the different forms of forces (i.e. push, pull, friction, force of • • •
gravity, magnetic force and turning) and what they can do;
No. Topic / Sub-topic / Objectives
Time Frame (Weeks) Must Do Should Do Could Do

4.2 Effects of forces • observe and infer the effects of forces through experiments and
students’ daily experiences that a force can produce:
i) change in speed; • • •
ii) change in direction; • • •
iii) change in size; and • • •
iv) change in shape;
• • •
4.3 Measurement of • measure force using spring balance and state the unit of force as • • •
forces Newton (N);
• differentiate between force in Newtons and energy in Joules; • • •
4.4 Line graphs • show an understanding of what a line graph is; • • •
• plot a line graph including how to set the scale for the horizontal • • •
and vertical axes;
• read and interpret line graphs;  • •
4.5 Pressure • define pressure as force per unit area; • • •
• relate pressure with force and area: • • •
Pressure = Force
Area
• state that 1 N/m2 = 1 Pa; • • •
• calculate pressure from force and the area on which it acts; • • •
• perform simple calculations to determine the pressure in N/m2 or • • •
N/cm2 or in Pa exerted by a body such as a brick, a slab, a boy, a
box and so on;
• state that pressure in a liquid:
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 acts throughout the liquid in all directions; and • • •
increases with depth;
• • •

No. Topic / Sub-topic / Objectives

Time Frame (Weeks) Must Do Should Do Could Do

4.5 Pressure • explain pressure in a gas using the particle model;  • •

• state that the atmospheric pressure is due to the weight of the air; • • •
• state that the normal atmospheric pressure at sea level is 760mm • • •
of mercury; and

• state that a barometer ( mercury and aneroid) is used to measure • • •

atmospheric pressure.
5.0 CELL STRUCTURE Students should be able to:
AND
ORGANISATION –
4 WEEKS
5.1 Basic microscopy • identify the basic parts of a microscope (mirror, stage, large knob, • • •
and scientific small knob, eyepiece, objective lens, tube, clips) and state the
drawing skills function of each part;
• show proficiency in mounting a specimen on a microscope slide;  • •
• prepare fresh biological specimen (cheek cell and onion cell); • • •
• draw biological specimen through observation under a microscope  • •
of a prepared slide;
5.2 Main structures of • identify and draw simple cell structures of a plant and animal cells  • •
plant and animal by microscopic and photographic study;
cells
• state the functions of cell wall, cell membrane, cytoplasm, nucleus, • • •
and vacuole;
• list the differences between plant and animal cells; • • •

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No. Topic / Sub-topic / Objectives
Time Frame Must Do Should Do Could Do
(Weeks)
5.3 Tissues, organ and • recognise the importance of division of labour and that in  • •
system multicellular organisms, cells are17organised into:
Tissue organ system
• give examples of some systems to explain the concept of the  • •
importance of cellular organisations;
5.4 Gross structure and • identify the main organs of digestive, transport, breathing and • • •
functions of body reproductive systems; and
systems

• state the gross function of each of the body systems. • • •

6.0 ENERGY, WORK Students should be able to:
AND POWER –
3 WEEKS
6.1 Sources and forms • state that energy is the capacity to do work; • • •
of energy
• identify the various sources of energy (sun, wind, fossil fuels, food • • •
and batteries);
• identify the different forms of energy (stored or potential energy, • • •
kinetic energy, heat energy, light energy, sound energy, chemical
energy, nuclear energy and electrical energy);
• list some of the energy resources in Brunei Darussalam; • • •
6.2 Conversion of • state that one form of energy can be converted to another e.g; • • •
energy Potential energy Kinetic energy
• identify the energy conversions in everyday applications including • • •
energy converters;

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No. Topic / Sub-topic / Objectives
Time Frame Must Do Should Do Could Do
(Weeks)
6.3 Conservation of • state that in any energy conversion, the total amount of energy is • • •
energy conserved (conservation of energy in energy converters, simple
systems e.g. electric lamp, hydroelectric plant and a free-falling
body);
• identify the unit for energy in SI unit as the joules (J); • • •
• state that 1 J of energy is required to lift 1 Newton of weight through • • •
a vertical distance of 1 m;
6.4 Work • relate work to the product of the force and the distance moved in the • • •
direction of the force i.e;
Work (J) = Force (N) x Distance (m)
• identify the unit of work in SI unit as the joule (J); • • •
• perform calculations involving force and distance moved; • • •
6.5 Power • relate power to the rate of work done and measured in watts i.e; • • •
Power (Watts) = Work (Energy)
Time
• calculate a student’s power when he runs up a flight of steps; and • • •
• differentiate between the units of energy (J), force (N) and power • • •
(W).
7.0 PLANT AND Students should be able to:
ANIMAL
NUTRITION –
3 WEEKS
7.1 Photosynthesis • outline the process of photosynthesis by which plants manufacture • • •
food using raw materials (mention conversion of light energy to
chemical energy) in the form of word equation;
• state the conditions (chlorophyll and light) and raw materials • • •
18
 (carbon dioxide and water) which are necessary for photosynthesis;

No. Topic / Sub-topic / Objectives

Time Frame Must Do Should Do Could Do
(Weeks)
7.2 Food and its • state that plants are the primary food source; • • •
importance

• infer that food is a source of energy for living things; • • •

• identify and describe the dietary importance of the main classes of • • •
food (protein, carbohydrates, fats, vitamins, mineral salts including
water and roughage);
7.3 Classes of food • compare the relative energy values of fats, carbohydrates and • • •
proteins;
• investigate and describe one test for starch, sugar, protein and fat; • • •
7.4 Balanced diet • explain the need for a balanced diet; • • •
• state the effects of unbalanced diet with reference to obesity and • • •
coronary related conditions;
7.5 Food additives and • show awareness of the harmful effects of processed food:
food processing
(7) children become too active; • • •
(ii) obesity; and
(iii) cancer-causing;
• • •
• • •
7.6 Structure and • state the different types of teeth in human beings; • • •
function of teeth

• state the function of each of the different types of teeth in human • • •

beings;
• describe the role of teeth in mastication; • • •
• state that there are two different sets of teeth in human beings (milk • • •
teeth and permanent teeth);

19
No. Topic / Sub-topic / Objectives
Time Frame Must Do Should Do Could Do
(Weeks)
7.7 Digestion in • state reasons why food must be digested; • • •
animals

• identify the main structures of the alimentary canal (mouth, salivary • • •

glands, oesophagus, stomach, small intestine, large intestine, liver,
gall bladder, pancreas, rectum and anus;
• state the main function (s) of the structures of the alimentary canal • • •
(mouth, stomach, small intestine and large intestine);
• describe how the digestive system helps in the digestion and  • •
assimilation of food and the part played by teeth and enzymes in
digestion (limit to the three classes of enzymes: carbohydrases,
proteases and lipases); and
• investigate how insoluble starch can be converted by saliva into a • • •
soluble form before diffusion can take place;

LEGEND

Objectives that must be taught to students

•

 Objectives that are optional for “Must Do” group of students

20
7.0 Guidelines on Differentiated Instruction For Science Year 8 (Interim Stage)

21
No. Topic / Sub-topic / Objectives
Time Frame Must Do Should Do Could Do
(Weeks)
8.0 REPRODUCTION IN Students should be able to:
PLANTS –
3 WEEKS
8.1 Floral parts • identify the main floral parts of a named insect pollinated flower • • •
(petal, sepal, anther, filament, stamen, stigma, style, ovary, ovule
and carpel);
• state the functions of the main floral parts; • • •
• draw the main floral parts of a named insect pollinated flower using • • •
scientific drawing skills;
8.2 Pollination • state that pollination is the transfer of pollen grains from an anther to • • •
a stigma;
• list the agents of pollination; • • •
• briefly describe the floral parts associated with pollination and the • • •
role of insects in pollination;
8.3 Seed dispersal • describe the mechanism and importance of seed dispersal with • • •
reference to a named local seed or fruit;
• show awareness that plants have different methods of dispersal; • • •
8.4 Germination • observe different stages of seed germination; and • • •
• investigate conditions necessary for germination. • • •
9.0 MATTER – Students should be able to:
4 WEEKS
9.1 Matter around us • state some basic resources on the earth (water, air, rocks, soil, living • • •
things);
• show awareness of the abundance of the earth’s resources; • • •
• show awareness of the everyday use of the earth’s resources and • • •
their exhaustibility;

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No. Topic / Sub-topic / Objectives
Time Frame Must Do Should Do Could Do
(Weeks)
9.2 States of matter • state that matter exists as solids, liquids and gases; • • •
• explain the properties of the three states of matter with reference to • • •
the Kinetic Theory of matter;
• list the properties of matter in terms of shape, volume and mass; • • •
• classify some of earth’s resources into respective states of matter; • • •
9.3 Movement of • state diffusion as the movement of particles; • • •
particles

• observe and explain the movement of particles in solid, liquid and • • •

gas;
9.4 Elements, • define the terms element, compound and mixture; • • •
compounds and
mixtures
• identify examples of elements, compounds and mixtures; • • •
• state that elements combine to form compounds; and  • •
• state the properties of compounds and mixtures;  • •
10.0 MAGNETISM – Students should be able to:
2 WEEKS
• observe that a freely-suspended magnet comes to rest in North- • • •
South direction;
• state that a magnet has two poles; • • •
• infer that like poles repel; unlike poles attract; • • •
• infer that there is a magnetic field around a magnet ; • • •
• identify a magnetic material experimentally; • • •
• state that iron, steel, nickel and cobalt are magnetic materials; • • •

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No. Topic / Sub-topic / Objectives
Time Frame Must Do Should Do Could Do
(Weeks)
10.1 Magnets and • observe and draw magnetic field patterns using iron filings: • • •
magnetic field i) around a magnet;
ii) between two like poles arranged end to end; and • • •
iii) between two unlike poles arranged end to end. • • •

• list some of the uses of magnets in everyday applications. • • •

11.0 GASES – 3 WEEKS Students should be able to:
11.1 Gases in the air • list the constituents of gases in the air in percentages (%); • • •
11.2 Properties of gases • briefly describe the physical and chemical properties of the gases in • • •
the air (oxygen, carbon dioxide, nitrogen, noble gases and water
vapour);
• differentiate oxygen, carbon dioxide, nitrogen and water vapour • • •
through simple laboratory tests;
• list the uses of the gases (oxygen, carbon dioxide, nitrogen and • • •
noble gases);
11.3 Hydrogen • state the properties of hydrogen; • • •
• describe the preparation and collection of hydrogen by the reaction • • •
of reactive metals on dilute acids;
• state the word equation for the preparation of hydrogen gas; and • • •
• state the uses of hydrogen. • • •
12.0 ABUSES TO LIFE Students should be able to:
PROCESSES –
3 WEEKS
12.1 Drugs • state the definition of drugs; • • •
• describe some uses of drugs; • • •
• list some commonly abused drugs; • • •
• list some signs and symptoms shown by a person addicted to drugs; • • •
• state the consequences of drug abuse in relation to addiction, crime • • •
and transmission of AIDS;
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No. Topic / Sub-topic / Objectives
Time Frame Must Do Should Do Could Do
(Weeks)
12.1 Drugs • show an awareness of the existing laws concerning abused drugs • • •
and the role of the Anti Narcotics Bureau in Brunei Darussalam;
12.2 Alcohol • state the harmful effects of excessive consumption of alcohol by an • • •
alcoholic;
• state the consequences of harmful effects of alcoholics on their • • •
families and the community;
12.3 Tobacco • list the harmful chemicals present in tobacco smoke (tar, nicotine • • •
and carbon monoxide);
• state the harmful effects of active and passive smoking; and • • •
• state ways to encourage public to refrain from smoking; • • •
13.0 CURRENT Students should be able to:
ELECTRICITY –
8 WEEKS
13.1 Electric current • state that electricity is the flow of electrons; • • •
• state that the dry cell drives the electrons around a complete circuit • • •
in one direction;
13.2 Simple electric • identify symbols of simple electric components (dry cell, switch, • • •
circuits lamp, resistor, ammeter and voltmeter);
• carry out investigations to set up simple electric circuits in series and • • •
parallel;
• draw simple electric circuit diagrams for series and parallel circuits; • • •
• infer that a resistor will reduce the current in an electric circuit; • • •
• carry out investigations to connect ammeters and voltmeters • • •
correctly to an electric circuit and take readings correctly;
• describe the effects of increasing number of:
i) cells in series and parallel; and
• • •
ii) lamps in series and parallel by measuring the voltage and
current flow; • • •
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No. Objectives
Topic / Sub-topic /
Must Do Should Do Could Do
Time Frame (Weeks)

13.2 Simple electric • infer that resistance is the opposition to the flow of current; • • •
circuits
• calculate the effective resistance when resistors are connected:
i) in series; and • • •
ii) in parallel;
 • •
state the unit of resistance as ohm; • • •
13.3 Household wiring • construct a circuit with two or more lamps and switches to operate • • •
and safety devices them independently;
• explain the function of a fuse; • • •
• explain the function of earthing the metal casing of an electrical • • •
appliance;
• carry out wiring a three pin fused plug correctly; and • • •
• describe safety rules in the use of electricity. • • •
14.0 ACIDS, ALKALIS & Students should be able to:
SALTS – 3 WEEKS
14.1 Acids and alkalis • state the properties of acids and alkalis; • • •
• list some chemicals which dissolve in water to produce acids or • • •
alkalis;
14.2 Neutralisation • define 26neutralisation26; • • •
• state the word equation for 26neutralisation26; • • •
• state the importance of 26 neutralisation 26 in daily life; • • •
• observe and describe the effects of various solutions on litmus • • •
paper and classify them as acids, alkalis or neutral solutions; and
• compare the degree of acidity / alkalinity of the solution given by • • •
using pH paper / Universal Indicator / pH meter.

26
No. Topic / Sub-topic / Objectives
Time Frame Must Do Should Do Could Do
(Weeks)
15.0 TRANSPORT Students should be able to:
SYSTEM IN HUMAN
BEINGS –
2 WEEKS
15.1 Structure of the • state the function of the heart; • • •
heart
• briefly describe the transport (circulatory) system in human beings • • •
with reference to the heart and blood vessels;
• identify the main parts of the heart and the main blood vessels ( the • • •
four chambers, pulmonary artery, aorta, vena cava and valve);
15.2 Blood • identify the three main types of blood vessels (arteries, veins and • • •
capillaries) and state the function of each blood vessel;
• state the functions of the blood; • • •
• list the substances that are transported by the blood (oxygen, • • •
carbon dioxide, nutrients and waste products); and
• show an awareness of the heartbeat, pulse and blood pressure. • • •
16.0 REPRODUCTION IN Students should be able to:
HUMAN BEINGS –
3 WEEKS
16.1 Male and female • draw and identify the male and female reproductive organs; • • •
reproductive
organs
• state the functions of the male and female reproductive organs; • • •

27
 No. Topic / Sub-topic / Objectives
Time Frame Must Do Should Do Could Do
(Weeks)
16.2 Sexual • show an awareness of the physical changes during puberty; • • •
characteristics
• briefly describe the menstrual cycle with reference to ovulation, • • •
fertilisation and menstruation;
• state that ovulation is the ejection of an egg from the ovary; • • •
• state that fertilisation is the fusion of a sperm and an egg and which • • •
occurs in the oviduct;
• state that menstruation is the erosion of the uterine lining in the • • •
absence of fertilisation;
16.3 Sexually • show awareness of causes and harmful effects of sexually • • •
transmitted transmitted diseases (syphilis, gonorrhoea, AIDS); and
diseases (STDs)

• state ways how to prevent sexually transmitted diseases. • • •

LEGEND

Objectives that must be taught to students

•

 Objectives that are optional for “Must Do” group of students

THE END

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•
•

No. Objectives
Topic / Sub-topic /
Must Do Should Do Could Do
Time Frame (Weeks)

•
•
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