Science Form 5 Yearly Plan

Theme: Man and the Variety of Living Things

Learning Area: 1. Microorganisms and their Effects on Living Things

Week Learning Objectives
(Jan) 1.1 Understanding the
classification of
1 microorganisms.
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Observed prepared slides or view A student is able to: algae – alga
charts of various types of • list the characteristics of
microorganisms: various types of bacteria – bacteria
(a) list the characteristics of microorganisms,
various types of fungi – kulat
microorganisms, • classify microorganisms into
(b) classify various types of bacteria, fungi, protozoa, microorganisms –
microorganisms into groups viruses and algae, mikroorganisma
i.e. bacteria, fungi, protozoa,
viruses and algae based on
their characteristics such as • describe the characteristics of
variation in size, shape or each group of
other appearances. microorganisms.

View videos or computer simulations

and discuss the following:
(a) various groups of
microorganism, i.e. bacteria,
fungi, protozoa, viruses and
algae,
(b) characteristics of each group
of microorganisms in terms of
appearance, shape, size,
method of reproduction,
nutrition and habitat.

2 1.2 Synthesising ideas Observe specimens such as fresh
about the factors bread, mouldy bread, fresh milk and
that affect the spoilt milk. Discuss:
growth of (a) why the bread and milk turn
microorganisms. bad,
(b) the factors that affect the
growth of microorganisms.
A student is able to:
• identify factors that affect the
growth of microorganisms,
• design an experiment to study
how nutrient affects
the growth of
microorganisms,

1
 Science Form 5 Yearly Plan

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
Design and conduct experiments to Remind students to
study how each of the following adhere strictly to safety
factors affects the growth of • design an experiment to study precautions while
microorganism: how humidity affects conducting
(a) nutrient, the growth of experiments involving
(b) humidity, microorganisms, microorganisms.
(c) light,
(d) temperature, • design an experiment to study Remind students that
(e) pH. how light affects the growth of microorganisms can
microorganisms, cause diseases or
Discuss how each factor affects the illness.
growth of microorganism.
• design an experiment to study
Microorganism is also
how temperature affects the
known as microbes.
growth of microorganisms,

• design an experiment to study

how pH affects the growth of
microorganisms,

• explain how each factor

affects the growth of
microorganisms.

3 1.3 Applying View videos or computer simulations A student is able to: Scientific names of decaying process – process
knowledge about and discuss the uses and roles of • state examples of uses of microorganisms are not pereputan
(Planning useful microorganisms: microorganisms, required.
PEKA 1) microorganisms (a) food digestion, food digestion – pencernaan
(b) decaying process, • explain with examples the makanan
(c) medicine, agriculture and roles of useful
industry. microorganisms,
4
(PEKA 1) Carry out an activity about the uses of • suggest potential uses of
microorganisms such as making microorganisms in various
bread or yoghurt fields

2
 Science Form 5 Yearly Plan

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary

Visit factories to study how

microorganisms are used to produce
food or other industrial products.

Gather information from magazines,

books and Internet and discuss the
potential uses of microorganisms in
various fields.

1.4 Analysing the
(Feb) harmful effects of
5 microorganisms.
Observe specimens or models, or
view charts on tooth decay(caries)
and discuss how microorganisms
cause the decay.
Gather information from newspapers,
books, magazines and Internet or
interview medical experts and discuss
other harmful effects of
microorganisms on human beings
such as causing food poisoning and
diseases.
Make a folio or scrap book about the
groups of microorganisms that cause
the following diseases and the major
symptoms of the diseases:
(a) tuberculosis, cholera and
various sexually transmitted
diseases such as gonorrhea
and syphilis – caused by
bacteria,
(b) common cold, dengue fever,
hepatitis and the Acquired
Immune Deficiency Syndrome
A student is able to:
• state the harmful effects of
microorganisms on human
being,
• relate each group of
microorganisms to the
diseases caused by it,
• describe the major symptoms
of diseases caused by each
group of microorganisms,
• describe the various ways
how microorganisms can
cause infection.
Students do not need common cold – selesema
to know scientific
names of
microorganisms contact – sentuhan
involved
infection – jangkitan
ringworm – kurap
sexually transmitted disease
– penyakit jangkitan
kelamin / penyakit jangkitan
seks
tinea – panau
tuberculosis – batuk kering /
tibi

3
 Science Form 5 Yearly Plan

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
(AIDS) – caused by virus,
(c) tinea and ringworm – caused
by fungi,
(d) malaria – caused by protozoa.

View videos or computer simulations

and discuss the various ways
microorganisms can
Infect human being such as
through air, water, food, contact and
vector.

5 1.5 Analysing ways to Gather information from books,
prevent infection newspapers, magazines and Internet
caused by or visit institutions such as Institute of
microorganisms Medical Research (IMR) and Pusat
Kawalan Vektor and discuss the ways
to prevent infection such as control of
vectors, sterilisation and
immunisation.
A student is able to: disinfectant – disinfektan /
• list ways to prevent infection, bahan penyahjangkit
• relate the control of vectors to immunity – imuniti /
their habits and life cycles, keimunan
• explain with examples various immunization – imunisasi /
methods of , sterilisation, pengimunan

Carry out the following activities: • state what immunity is, radiation – radiasi / sinaran
(a) draw the life cycles of vectors
such as mosquito and • state with examples types of sterilisation – pensterilan
housefly, immunity,
(b) describe the habits of these vectors – vector / agen
vectors, pembawa penyakit
• compare and contrast the
(c) relate the life cycles and habits
various types of immunity,
of these vectors to the control ultraviolet – ultralembayung /
and prevention of infection. ultraungu
• state the importance of
immunity.
Discuss the following methods of
sterilisation:
(a) the use of heat: heating,
boiling and using autoclave,
(b) the use of chemicals:
antiseptics and disinfectants,
(c) the use of radiations: gamma
ray and ultraviolet light.
4
 Science Form 5 Yearly Plan

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary

View videos or computer simulations

and discuss the following:
(a) the meaning of immunity,
(b) types of immunity and their
examples,
(c) the importance of immunity.

Carry out an activity to compare and

contrast various types of
immunity. Illustrate the similarities and
differences in a graphic organiser.

1.6 Understanding how Discuss ways to treat diseases
6 diseases caused by caused by microorganisms such as
microorganisms are the use of antibiotics and antifungal
treated drugs.
Conduct an experiment to study the
effects of antibiotics on bacteria.
A student is able to: antifungal – anti kulat
• state the ways to treat
diseases caused by antibiotic – antibiotic
microorganisms,
prescription – preskripsi
• state the effects of antibiotics
on microorganisms,

Discuss the effects of antibiotics on • describe the dangers of using

bacteria.
drugs without medical advice
and through unauthorised
Invite a medical officer to talk about
prescription.
using drugs without medical advice
and through unauthorised
prescription.

6 1.7 Realising that Discuss the effects of microorganisms A student is able to: balance of nature –
microorganisms in relation to: • describe the roles and effects keseimbangan alam
have profound (a) human life, of microorganisms on human
7 effects on human (b) balance in nature and the balance in nature.
(CNY being and the
Holiday) balance in nature

5
 Science Form 5 Yearly Plan
Theme: Maintenance and Continuity of Life
Learning Area: 1. Nutrition and Food Production

Week Learning Objectives Suggested Learning Activities
8 1.1 Evaluating the Carry out an activity to determine the
importance of following:
taking good (a) the calorific values of the
nutrition and different classes of food such
practicing good as protein, carbohydrate and
eating habits fat,
(b) the calorific values of meals
taken for breakfast, lunch
and dinner.
View videos or computer simulations
and discuss:
(a) factors that affect the calories
requirement of an individual
such as sex, body size, age,
state of health, physical
activities and surrounding
temperature,
(b) health problems related to
nutrition such as malnutrition,
obesity, anorexia and
diseases resulted from
unhealthy eating habits.
Learning Outcomes
A student is able to:
• Identify the calorific values of
the different classes of food,
• estimate the calorific values in
various meals,
• explain the factors that affect
total calories required by an
individual
• relate health problems to
nutrition and eating habits,
• justify the importance of
taking good nutrition and
practicing good eating habits.
Notes Vocabulary
anorexia – anoreksia
calorie – kalori
calorific value – nilai kalori
malnutrition – malnutrisi
obesity – kegendutan
When explaining
symptoms, causes and
steps taken to alleviate
diseases, only a brief
explanation is required.

Group discussion and presentation on

the importance of taking good
nutrition and practicing good eating
habits.

6

Week Learning Objectives Suggested Learning Activities
1.2 Analysing the nutrient Gather information from books,
(Mar) requirements of magazines and Internet and:
9 plants
(a) discuss what macronutrients
are,
(b) give a list of macronutrients,
i.e. carbon, hydrogen, oxygen,
nitrogen, phosphorus,
potassium, calcium,
magnesium and sulphur,
(c) discuss what micronutrients
are,
(d) give a list of micronutrients
such as boron, molybdenum,
zinc, manganese, copper and
iron.
View videos or computer simulations
and discuss:
(a) the effects of nitrogen,
phosphorus and potassium
deficiency on plant growth,
(b) the major functions of nitrogen,
phosphorus and potassium in
plant growth.
9 1.3 Analysing nitrogen View charts, videos or computer
cycle and its simulations on nitrogen cycle and
importance discuss the following:
(a) the nitrogen cycle,
(b) the processes involved in the
nitrogen cycle,
(c) the importance of the nitrogen
cycle.
Draw a labelled diagram of nitrogen
cycle.
Science Form 5 Yearly Plan
Learning Outcomes Notes Vocabulary
A student is able to: calcium – kalsium
• state what macronutrients are,
deficiency – kekurangan
• list macronutrients,
• state what micronutrients macronutrients -
are, makronutrien
• list micronutrients, manganese – mangan
• state the effects of nitrogen, micronutrients – mikronutrien
phosphorus and potassium
deficiency on plant growth, phosphorous – fosforus
potassium – kalium
• state the major functions of
nitrogen, phosphorous and
sulphur – sulfur
potassium in plant growth.
A student is able to: Students do not need Nitrogen cycle- kitar nitrogen
• describe nitrogen cycle, to know scientific
names of the bacteria
• explain the processes involved.
involved in nitrogen cycle,
• explain the importance of
nitrogen cycle.
7
 Science Form 5 Yearly Plan

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
9 1.4 Appreciating the Gather information from books, A student is able to: food resources – sumber
importance of magazines or Internet on guides to • practice healthy eating habits, makanan
having good healthy diets and healthy eating
nutrition habits. • plan how to manage food
resources to avoid
Plan and practice taking healthy wastage,
daily meals.
• describe the benefits of
Propose ideas on how to manage having healthy eating habits.
food resources to avoid wastage.
Make a plan based on the proposed
ideas.

Discuss the benefits of having healthy

eating habits.

8

Theme: Balance and Management of the Environment
Learning Area: 1. Preservation and Conservation of the Environment
Week Learning Objectives Suggested Learning Activities
10 1.1 Analysing balance View videos or computer simulations
in nature and discuss:
(a) the meaning of balance in
nature,
(b) the roles of the three natural
cycles in maintaining balance
(1ST Mid in nature i.e. nitrogen cycle,
Term carbon cycle and water cycle.
Test
Visit a garden and carry out the
following activities:
(a) list the organisms,
(b) draw a food web,
11 (c) discuss the role of food webs
(1st Mid in maintaining balance in
Term nature.
Break
Gather information from books,
newspapers, magazines and Internet
on natural disasters.
Present and discuss:
(a) the effects of natural disasters
on balance in nature,
(b) ways to maintain the balance
in nature.
12 1.2 Analysing the Gather information from books,
effects of newspapers, magazines and Internet
environmental and discuss:
pollution (a) the sources of environmental
pollution such as:
(i) the uncontrolled use of
fossil fuels,
(ii) the disposal of byproducts,
waste, toxic substances,
radioactive substances,
smoke and heat from
factories,
Science Form 5 Yearly Plan
Learning Outcomes Notes Vocabulary
A student is able to: balance in nature –
• describe what balance in keseimbangan alam
nature is,
food web – siratan makanan
• state the natural cycles that
help to maintain balance in
nature,
• explain how these natural
cycles help to maintain
balance in nature,
• explain how food webs help to
maintain balance in nature,
• explain with examples the
effects of natural disasters on
balance in nature,
• suggest ways to maintain
balance in nature.
A student is able to: coolant – bahan pendingin
• identify sources of
environmental pollution, global warming –
pemanasan global
• explain the effects of
environmental pollution, greenhouse effect – kesan
rumah hijau
• describe global warming,
9
 Science Form 5 Yearly Plan
Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
• relate greenhouse effect to
(iii) the uncontrolled use of global warming,
12 chemical fertilisers, pesticides
and fungicides in agriculture, • state what ozone layer is,
(iv) the production of noises,
smoke and poisonous gases • explain the importance of
from vehicles and machinery, ozone layer,
(v) the disposal of rubbish such
as plastic, leftover food and • state the chemicals that
solid substances, the disposal damage the ozone layer,
of sewage,
(vi) the use of chlorofluorocarbon • list the sources of chemicals
(CFC) in aerosols, air that can damage the ozone
conditioners and refrigerators, layer,
and the improper disposal of
electrical appliances such as
• explain how damaging ozone
air conditioners and
layer affects living things
refrigerators that contain CFC,
(b) the effects of environmental
pollution from the aspect of:
(i) human health,
(ii) habitats and nature,
(iii) the extinction of species,
(iv) the loss of economic
resources.

View videos or computer simulations

and discuss:
(a) global warming,
(b) greenhouse effect and its
relation to global warming,
(c) ozone layer and its importance,
(d) chemicals such as CFC and
oxides of nitrogen that can
damage the ozone layer,
(e) chemicals in styrofoam coolant
and aerosol that can damage
the ozone layer,
(f) how damaging ozone layer
affects living things.

10
 Science Form 5 Yearly Plan

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
13 1.3 Synthesising the A student is able to: environmental pollution –
idea of preservation View videos on environmental • state the importance of pencemaran alam sekitar
and conservation of preservation and conservation and preservation and conservation
the environment discuss the importance of of the environment,
and pollution preservation and conservation of the
control environment. • generate ideas on
Discuss the following: environmental pollution
(a) environmental pollution control, control,
(b) examples of how preservation
and conservation can • explain with examples how
contribute to a clean and preservation and conservation
healthy emvironment. of the environment can
contribute to a clean and
Carry out a project to study: healthy environment
(a) what efforts are taken to
preserve and conserve the
environment,
(b) what are the impacts produced
by these efforts
1.4 Evaluating the Discuss proper ways of managing A student is able to: natural resources – sumber
13 importance of natural resources to maintain balance • generate ideas on proper alam/sumber semula jadi
proper in nature. ways to manage natural
management of resources in order to maintain
natural resources in View videos or computer simulations balance in nature,
maintaining and write a report on:
balance in nature (a) the effects of improper • explain with examples the
management of natural effects of improper
resources, management of natural
(b) the need for proper resources,
management of the
environment. • justify the need for proper
management of the
environment.
13 1.5 Practising Plan and practice good habits to A student is able to: local community – komuniti
(Planning responsible preserve and conserve the • practice good habits to setempat
PEKA 2) attitudes to environment through the following preserve and conserve the
preserve and activities: environment. proper management –
conserve the (a) awareness campaigns on pengurusan yang
environment reducing and recycling, sewajarnya
(b) jungle trekking to appreciate

11
 Science Form 5 Yearly Plan

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
the beauty of nature and an
(Apr) unspoilt environment,
14 (c) adopt part of an area such as
beach, river, hill and forest to
(PEKA 2) practice responsible and
caring attitudes to preserve
and conserve,
(d) write a proposal on how to
preserve and conserve the
environment in a local
community.

12
 Science Form 5 Yearly Plan

Theme: Matter in Nature

Learning Area: 1. Carbon Compounds

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
15 1.1 Analysing various Observe various samples of carbon A student is able to: carbon compounds –
carbon compounds and non-carbon compounds. Discuss • State what carbon sebatian karbon
what carbon compounds are. compounds are,
organic compounds –
View videos or computer simulations • State what organic sebatian organik
and discuss organic and inorganic compounds are,
compounds in terms of: Inorganic compounds –
(a) their sources, • give examples of organic sebatian tak organik
(b) their characteristics, i. e., compounds’
(i) elements present, hydrocarbon – hidrokarbon
(ii) metallic or non-metallic, • State what inorganic
(iii) changes upon heating. compounds are,
Carry out an activity to compare and • give examples of inorganic
contrast organic and inorganic compounds’
compounds. Illustrate the similarities
and differences in graphic organizer.
• compare and contrast organic
compounds with inorganic
Classify samples of carbon compunds
compounds,
into organic and inorganic
compounds.
• classify substances into
organic and inorganic
Gather information from books,
compounds,
magazines and Internet and discuss
hydrocarbons and their sources.
• state what hydrocarbons are,

• list sources of hydrocarbons.

13
 Science Form 5 Yearly Plan

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
15 1.2 Analysing alcohol Gather information from books, A student is able to: Students need to know Combustibility –
and its effects on newspapers, magazines and Internet • state the elements found in only the general kebolehbakaran
health on alcohol. alcohol, equation in words to
show the Distillation – penyulingan
Discuss the following: • give examples of alcohol, formation of ester. fermentation – penapaian/
(a) elements found in alcohol fermentasi
(b) examples of alcohol such as • describe the process of
methanol and ethanol. producing alcohol, miscibility –
keterlarutcampuran
Carry out the following activities: • state the general
(a) the production of pure ethanol characteristics of alcohol, solubility – kelarutan
through the process of
fermentation and distillation, • list the uses of alcohol,
(b) study the characteristics of
alcohol in terms of:
• explain with examples the
(i) solubility and miscibility with
effects of alcohol on health.
water,
(ii) combustibility,
(iii) reaction with acids to form
esters.

View videos or computer simulations

and discuss the following:
(a) various uses of alcohol,
(b) the effects of alcohol on the
brain, the nervous system and
the liver

16 1.3 Analysing fats and Observe various samples of fats such A student is able to: saturated fats – lemak tepu
their effects on as butter, cooking oil, cheese, ghee • give examples of fats,
health and margarine. unsaturated fats – lemak tak
From the food labels, • state the sources of fats, tepu
(a) identify their sources, i.e. plant or
animal fats, • state the elements found in
(b) classify them into saturated and fats,
unsaturated fats.
• state what saturated fats are,
Discuss the following:
(a) elements found in fats,
14

(b) saturated and unsaturated fats.
Week Learning Objectives Suggested Learning Activities
Carry out an activity to compare and
contrast saturated fats and
unsaturated fats in terms of:
(a) sources,
(b) states at room temperature,
(c) melting point.
Illustrate the similarities and
differences in a graphic organiser.
Gather information from books,
newspapers, magazines, Internet
Or view videos. Present and discuss
the effects of consuming food rich in
saturated and unsaturated fats on
health.
16 1.4 Analysing oil palm Observe the structure of an oil palm
and its importance fruit.
to national
development Draw a labelled diagram of the oil
palm fruit.
Visit an oil palm factory, or view
videos or computer simulations and
discuss the process of extracting
palm oil from the oil palm fruit.
Gather information from books,
newspapers, magazines and Internet
to prepare a folio on:
(a) the uses of palm oil,
(b) nutritional substances found in
palm oil such as fats, vitamins
and antioxidants.
Visit institutions such as
Malaysian Palm Oil Board (MPOB) to
gather information on the research
Science Form 5 Yearly Plan
• state what unsaturated fats
are
Learning Outcomes Notes Vocabulary
• compare and contrast
saturated fats with
unsaturated fats
• explain with examples the
effects of consuming food rich
in saturated fats on health,
• explain with examples the
effects of consuming food rich
in unsaturated fats on health
A student is able to: antioxidants –
• describe the structure of an oil pengantioksida
palm fruit,
extraction – pengekstrakan
• describe the process of
extracting palm oil from the oil nutritional substances –
palm fruit, bahan-bahan berkhasiat
• list the uses of palm oil, oil palm – kelapa sawit
• list the nutritional substances palm oil – minyak sawit/
found in palm oil, minyak kelapa sawit
• describe the local R&D
activities on oil palm,
• suggest the potential uses of
oil palm.
15

and development of oil palm.
Discuss the potential uses of oil palm.
Week Learning Objectives Suggested Learning Activities
1.5 Analysing the Discuss the following:
17 process of making (a) oils contain fatty acids and
soap from oil and glycerol,
the cleansing (b) examples of fatty acids.
action of soap
Carry out an activity to study the
process of making soap through the
reaction between fatty acids and
sodium hydroxide solution.
Discuss soap as a salt produced by
the reaction between sodium
hydroxide and fatty acids.
View videos or computer simulations
and discuss:
(a) the characteristics of the
components of a soap
molecule,
(b) the cleansing action of soap
molecules.
(May) 1.6 Understanding Carry out an activity using beads and
18 natural polymers strings to show the following
structures or processes:
(a) polymer,
(b) monomer,
(c) polymerization,
(d) depolymerisation.
Discuss the following:
(a) what polymers and monomers
are,
(b) examples of polymer and
monomer,
(c) what polimerisation is,
(d) what depolymerisation is.
Observe various samples of natural
and synthetic polymers.
Science Form 5 Yearly Plan
Learning Outcomes Notes Vocabulary
A student is able to: Molecular formula and cleansing action – tindakan
• state that oils contain fatty structure of soap are pencucian
acids and glycerol, not required
fatty acids – asid lemak
• give an example of fatty acids,
• describe the process of
making soap,
• state that soap is a salt
produced by the reaction
between sodium hydroxide
and fatty acids,
• state the characteristics of the
components of a soap
molecule,
• explain the cleansing action of
soap molecules.
A student is able to: coagulation – penggumpalan
• state what a polymer is,
depolymerisation –
• give examples of polymer, penyahpolimeran
• state what a monomer is, latex – lateks / susu getah
• give examples of monomers
• describe polymerisation,
• describe depolymerisation,
• state what natural polymer is,
• give examples of natural
polymer,
16
 Science Form 5 Yearly Plan
• state what synthetic polymer
is
Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
18 Prepare folios or scrap books on the polimerisation –
various uses of natural and synthetic • give examples of synthetic pempolimeran
polymers. polymer,
vulcanisation – pemvulkanan
Carry out activities to study the • state the characteristics of
following: natural rubber,
(a) the characteristics of natural
rubber, • explain the action of acids on
(b) the coagulation of latex by the latex,
action of acids,
(c) the prevention of coagulation • explain the action of ammonia
of latex by ammonia solution. solution on latex,
View videos or computer simulations • describe vulcanisation of
and discuss the vulcanisation of rubber,
rubber.
• relate the characteristics of
Draw a schematic diagram and relate
vulcanised rubber to the
the characteristics of vulcanised
structure of its molecule,
rubber to the structure of its molecule.
• list the uses of vulcanised
Discuss the uses of vulcanised
rubber.
rubber.

18 1.7 Appreciating Gather information from books, A student is able to:

scientific research magazines and Internet on scientists’ • describe the importance of
on the use of discoveries on the use of carbon scientists’ discoveries on the
19 carbon compounds compounds. Present and exhibit the use of carbon compounds.
(Revision) for the betterment information gathered.
of life
20 & 21
(1st Sem.
Exam)

(June)
22, 23 &
24

17

(1st Sem.
Break)
Theme: Force and Motion
Learning Area: 1. Motion
Week Learning Objectives Suggested Learning Activities
25 1.1 Analysing the Observe a bicycle and discuss its
motion of vehicles structure and principle of operation.
on land
View charts, videos or computer
simulations and discuss the following:
(a) the structure and principle of
operation of vehicles with
engines,
(b) the structure and operation of:
(i) four stroke petrol engine,
(ii) four stroke diesel engine,
(iii) two stroke petrol engine.
Compare and contrast the following in
terms of structure, operation and the
efficiency of the engines:
(a) the four stroke petrol engine
with the four stroke diesel
engine,
(b) the four stroke petrol engine
with the two stroke petrol
engine.
Illustrate the similarities and
differences in a graphic organiser.
Discuss the relationship between the
structure and operation of the engine
and the movement of vehicles.
Science Form 5 Yearly Plan
Learning Outcomes Notes Vocabulary
A student is able to: four stroke petrol engine –
• describe the structure and enjin petrol empat lejang
principle of operation of
vehicles without engines, four stroke diesel engine -
enjin diesel empat lejang
• describe the structure and
principle of operation of
vehicles with engines, two stroke petrol engine –
enjin petrol dua lejang
• explain the structure and
operation of the four stroke
petrol engine,
• explain the structure and
operation of the four stroke
diesell engine,
• explain the structure and
operation of a two stroke
petrol engine,
• compare and contrast the four
stroke petrol engine with the
four stroke diesel engine,
• compare and contrast the four
stroke petrol engine with the
two stroke petrol engine,
• relate the structure and
operation of the engine to the
movement of vehicles.
18

Week Learning Objectives Suggested Learning Activities
26 1.2 Analysing the View videos or computer simulations
concepts of speed, and discuss:
velocity and (a) distance, speed, velocity,
acceleration acceleration and their units,
(b) the relationship between
speed, velocity and
acceleration.
Carry out an activity to compare and
contrast speed, velocity and
acceleration. Illustrate the similarities
and differences in graphic organiser.
Carry out activities using a ticker timer
or other suitable methods to
determine the velocity and
acceleration of a moving object.
Carry out an activity to solve
problems involving velocity and
acceleration.
26 1.3 Understanding the Carry out activities and discuss the
concept of inertia following:
(a) the meaning of inertia,
(b) the occurrences of inertia in
everyday life.
Design and conduct an experiment to
study the relationship between mass
and inertia.
View videos or computer simulations
Science Form 5 Yearly Plan
Learning Outcomes Notes Vocabulary
A student is able to: acceleration – pecutan
• state what distance is,
speed – kelajuan
• define speed,
velocity – halaju
• define velocity,
• state the unit for speed and
velocity,
• state the unit for acceleration,
• explain the relationship
between speed, velocity and
acceleration,
• compare and contrast speed,
velocity and acceleration,
• determine the velocity and
acceleration of a moving
object,
• solve problems involving
velocity and acceleration.
A student is able to: inertia – inersia
• state what inertia is,
• give examples of everyday
occurrences that involve
inertia,
• explain with examples the
relationship between mass
and inertia
19
 Science Form 5 Yearly Plan
and discuss safety features used in
vehicles to reduce negative effects of state the safety features used in
inertia. vehicles to reduce negative
effects of inertia.
Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
(Jul) 1.4 Applying the Discuss the following: A student is able to: Pile driver – pelantak
27 concept of (a) the meaning of momentum, • define momentum, cerucuk
momentum (b) events involving momentum in
everyday life. • explain the relationship Principle of Conservation of
between momentum, mass Momentum – Prinsip
Conduct experiments to study the and velocity, Keabadian Momentum
relationship between momentum,
mass and velocity. • state the Principle of
Conservation of Momentum,
Carry out an activity using Newton’s
Cradle to demonstrate the Principle of • explain with examples the
Conservation of Momentum. application of momentum in
everyday life.
View videos or computer simulations
and discuss the applications of
momentum in the following:
(a) vehicle design that
incorporates safety features,
(b) the use of the pile driver,
(c) the speed and weight limits for
heavy vehicles.

20
 Science Form 5 Yearly Plan
27 1.5 Synthesising the Carry out activities and discuss what A student is able to: The problem solving force – daya
concept of pressure pressure is. • define pressure, activity involves direct
application of the pressure – tekanan
Design and conduct experiments to • explain the relationship formula:
study the relationship between between pressure, force and surface area – luas
pressure, force and surface area. surface area, P=F permukaan
A
Discuss the applications of • explain with examples the
pressure in everyday life. application of pressure in
everyday life,
Carry out an activity to solve
problems involving pressure. • solve problems involving
pressure.

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
27 1.6 Applying the Observe models, view videos or A student is able to: hydraulic brake – brek
principle of computer simulations and discuss the • state the principle of hidraulik
hydraulic system in following: transmission of pressure in
everyday life (a) the principle of transmission of liquids, hydraulic jack – jek hidraulik
pressure in liquids,
(b) the relationship of pressure • relate pressure on the small hydraulic system – system
exerted on the small piston to piston to that on the large hidraulik
that on the large piston in a piston in the operation of a
hydraulic system. hydraulic system, piston – omboh

Conduct experiments to study the • explain the effect of transmission – pemindahan

effect of transmission of pressure in transmission of pressure in
liquids. liquids,

Carry out an activity to solve • solve problems on

problems on the transmission of transmission of pressure in
pressure in liquids. liquids,
Discuss the following: • explain with examples the
(a) examples on the use of the application of the hydraulic
hydraulic system, system in everyday life.
(b) principle of operation of the
hydraulic system,
(c) the application of the hydraulic
system in a hydraulic jack and

21
 Science Form 5 Yearly Plan
a hydraulic brake.

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary

22

28 1.7 Analysing the View videos or computer simulations
motion of vehicles and discuss the principle of operation
in water of vehicles in water such as ships,
hovercrafts
and hydrofoils.
Carry out activities to identify the
shape of vehicles that facilitate motion
in water.
Discuss the relationship between
shapes and the design of vehicles in
water.
Conduct experiments to study
Archimedes’ principle:
(a) the change in weight of an
object when it is immersed in a
liquid,
(b) the relationship between
upthrust and the weight of the
liquid displaced.
Discuss the application of
Archimedes’ principle in ships and
submarines.
28 1.8 Analysing the View videos or computer simulations
motion of vehicles and discuss:
in the air (a) the principle of operation of
vehicles in the air,
(b) forces of motion generated by
the jet engine and the rocket.
Carry out an activity to compare and
contrast forces of motion generated
by the jet engine and the rocket.
Illustrate the similarities and
differences in a graphic organiser.
Week Learning Objectives Suggested Learning Activities
Science Form 5 Yearly Plan
A student is able to: displaced – disesarkan
state the principle of operation of
vehicles in water, immersed - dibenam
• identify the shape of vehicles motion – gerakan
to facilitate motion in water,
upthrust – daya tujah
• relate shapes to the design of
vehicles in water
• state Archimedes’ principle,
• explain with examples the
applications of Archimedes’
principle.
A student is able to: Bernoulli’s Principle – Prinsip
• state the principle of operation Bernoulli
of vehicles in the air,
jet engine – enjin jet
• compare and contrast how
forces of motion are
generated by the jet engine
and the rocket,
• state Bernoulli’s principle,
Learning Outcomes Notes Vocabulary
23
 Science Form 5 Yearly Plan
Carry out activities to study Bernoulli’s • explain the application of
principle. Bernoulli’s principle in air
flight.
View videos or computer simulations
and discuss the application of
Bernoulli’s principle in air flight.

29 1.9 Appreciating the Discuss the need to invent vehicles A student is able to:
ability and creativity such as: • justify the need to invent
of mankind in (a) to shorten the time of traveling, vehicles,
inventing and (b) to transport goods, people and
designing vehicles animals. • relate the creativity of humans
for the betterment to the designing of vehicles,
of life View videos or computer simulations
on vehicle designs and discuss the • practice good habits in
relationship between the creativity of handling vehicles,
human to the design of vehicles to
fulfil the needs of human. • practice caring attitudes when
using public transport system.
Participate in campaigns on the
importance of:
(a) practicing good habits in
handling vehicles,
(b) practicing caring attitudes
when using public
transportation system.

24
 Science Form 5 Yearly Plan
Theme: Technological and Industrial Development in Society
Learning Area: 1. Food Technology and Production

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
29 1.1 Analysing the Observe samples of fresh food and A student is able to: bleach – peluntur
methods and processed food. Discuss the • describe what processed food
substances used in following: is, canning – pengetinan
food technology (a) processed food and examples
of processed food, • give examples of processed dehydration – pendehidratan
(b) the purpose of processing food,
food, emulsifier – pengemulsi
(c) chemicals used in food • explain the purpose of
processing such as processing food, flavouring – perisa
preservatives, colouring,
bleach, flavouring, stabiliser, • state the chemicals used in irradiation – penyinaran
sweetener, antioxidants and food processing,
emulsifier, pasteurisation –
(d) functions of the chemicals • explain the functions of the pempasteuran
used in food processing. chemicals used in food
processing, preservative – bahan awet
View videos or computer simulations
and discuss the technology used in: stabiliser – penstabil
• explain with examples the
(a) food processing such as:
technology used in food
(i) pasteurisation, sweetener – pemanis
processing and packaging,
(ii) dehydration,
(iii) freezing freeze drying – kering beku
• explain the effects of
(iv) freeze drying,
excessive use of chemicals in
(v) cooling,
food processing.
(vi) irradiation.

(b) food packaging such as:

(i) canning,
(ii) vacuum packaging.

Gather information from books,

magazines, Internet and discuss the
effects of excessive use of
chemicals in food processing on
health.

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.2 Analysing ways to Discuss the need to increase the A student is able to:
25

30 improve food quality and quantity of food
production production.
Gather information from books,
magazines, Internet and discuss ways
to increase the quality and quantity of
food production such as:
(a) use of quality breeds,
(b) use of modern technology,
(c) education and guidance for
farmers,
(d) research and development,
(e) optimum use of land and
irrigated areas,
(f) efficient land management.
Science Form 5 Yearly Plan
• explain the need to increase
the quality and quantity of
food production,
• explain with examples ways to
increase the quality and
quantity of food production,
• describe with examples what
genetically modified food is,
• state the advantages and
disadvantages of genetically
modified food.

View videos or computer simulations

and discuss:
(a) what genetically modified food
is,
(b) the characteristics of foods that
have been genetically
modified.

Debate on the advantages and

disadvantages of genetically modified
food.

30 1.3 Appreciating the Visit institutions such as Malaysian A student is able to:
contribution of Agricultural Research and • describe the R&D activities in
technology in food Development Institute (MARDI), food production,
production for the Malaysian Palm Oil Board (MPOB)
betterment of life and institutions of higher learning to • predict what will happen if
gather information on R&D in food there is an imbalance
production and make a report on the between population increase
information gathered. and technological
development in food
Discuss the consequences if production
population increase is faster than the
technological development in food
production or vice versa.
Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
(Aug) 1.4 Practising critical Gather information from consumer A student is able to:
26
 Science Form 5 Yearly Plan
31 and analytical associations or Internet pertaining to • justify the need to educate
thinking when the Food Act and Food Regulations. consumers in selecting
selecting processed food,
processed food Discuss the need to educate
consumers to be critical and analytical • practice critical and analytical
when selecting processed food. thinking when selecting
processed food.
Discuss information given on labels of
processed food such as:
(a) chemicals present in the food,
(b) expiry date,
(c) ingredients.

Carry out an activity and discuss

information left out on food labels and
packaging.

Select a processed food after

analysing the information given on the
label.

Theme: Technological and Industrial Development in Society

27

Learning Area: 2. Synthetic Materials in Industry
Week Learning Objectives Suggested Learning Activities
2.1 Understanding Observe objects made from synthetic
31 synthetic polymers polymers and discuss synthetic
polymers and their uses.
View videos or computer simulations
and discuss the process of
manufacturing synthetic polymers
such as synthetic rubber, plastics and
synthetic fibres.
Discuss the general characteristics of
synthetic rubber and relate these
characteristics to the uses of synthetic
rubber.
Gather information from books,
magazines, newspapers or Internet
on the examples of goods made from
synthetic rubber and combination of
natural and synthetic rubber.
Carry out an activity to compare and
contrast synthetic rubber and natural
rubber. Illustrate the similarities and
differences in a graphic organiser.
Week Learning Objectives Suggested Learning Activities
31 2.2 Analysing plastics Observe various samples of
thermoplastic and thermosetts:
Science Form 5 Yearly Plan
Learning Outcomes Notes Vocabulary
A student is able to: natural rubber – getah asli
• list synthetic polymers,
synthetic polymer – polimer
• state uses of synthetic sintetik
polymers,
synthetic rubber – getah
• describe the process of sintetik
making synthetic polymers,
• relate the general
characteristics of synthetic
rubber to its uses,
• give examples of goods made
from synthetic rubber,
• give examples of goods made
from a combination of natural
and synthetic rubber,
• compare and contrast
synthetic rubber with natural
rubber.
Learning Outcomes Notes Vocabulary
A student is able to: thermoplastic – termoplastik
• list examples of plastics,
28

(a) Discuss the following:
(i) examples of plastics and
their uses,
(ii) types of plastic i.e.
thermoplastic and
thermosetts,
(iii) the characteristics of
thermoplastic and
thermosetts.
(b) Classify plastic goods into
thermoplastic and thermosetts.
Carry out an activity to compare and
contrast thermoplastic and
thermosetts. Illustrate the similarities
and differences in a graphic
organiser.
Gather information from books,
magazines, newspapers or Internet
and make a report on potential uses
of plastics.
View videos or computer simulations
and discuss:
(a) the effects of improper
disposal of plastic materials to
the environment,
(b) the proper management of
disposal plastics.
Week Learning Objectives Suggested Learning Activities
32 2.3 Practising Invite a public health officer to give a
responsible talk on management of disposal of
Science Form 5 Yearly Plan
thermosetts – termoset
• list the uses of plastics,
• state the types of plastics,
• list the characteristics of
thermoplastic materials,
• list the characteristics of
thermosetting plastic
materials,
• classify various plastic goods
into thermoplastic and
thermosetts,
• compare and contrast
thermoplastic and
thermosetts,
• suggest potential uses of
plastics,
• explain the effects of improper
disposal of plastic materials to
the environment,
• describe proper management
of disposal of plastics.
Learning Outcomes Notes Vocabulary
A student is able to:
• explain the importance of
29
 Science Form 5 Yearly Plan
attitudes in the synthetic polymers and make a report proper disposal of synthetic
disposal of on the information gathered. polymers,
synthetic polymers
Carry out the following activities on • suggest ways to dispose
ways to dispose synthetic polymers in synthetic polymers in order to
order to preserve the preserve the environment,
environment:
(a) brainstorming, • practice good habits in
(b) awareness campaigns, disposing synthetic polymers.
(c) visiting waste management
centre,
(d) setting up disposal bins for
synthetic polymers.

Theme: Technological and Industrial Development in Society

Learning Area: 3. Electronics and Information and Communication Technology (ICT)
30

Week Learning Objectives Suggested Learning Activities
32 3.1 Understanding Use an oscilloscope and observe the
radio waves characteristics of waves i.e.
amplitude, frequency, wavelength and
wave velocity.
View charts on electromagnetic
spectrum to locate the position of
radio waves.
View videos or computer simulations
and discuss how the properties of
radio waves are applied in
communication.
33 3.2 Analysing radio Observe and identify the symbols of
communication the following electronic components in
radios:
(a) resistors,
(b) capacitors,
(c) diodes,
(d) transistors,
(e) inductors, and
(f) transformers.
Discuss functions of each type of
electronic component.
Observe models or view charts on the
radio communication system. Draw
schematic diagrams and
discuss the following:
(a) the radio transmission system
(b) the radio receiver system.
Week Learning Objectives Suggested Learning Activities
View videos or computer simulations
and discuss the transmission and
Learning Outcomes
A student is able to:
• describe the characteristics of
wave,
• identify the location of radio
waves in the electromagnetic
spectrum,
• relate the properties of radio
waves to communication.
A student is able to:
• identify electronic components
used in radio and their
symbols,
• explain the function of
electronic components in
radio,
• describe the radio
transmission system,
• describe the radio receiver
system,
• explain transmission and
reception of signals in the
radio communication
system.
Learning Outcomes
Science Form 5 Yearly Plan
Notes Vocabulary
amplitude – amplitud
electromagnetic spectrum –
spektrum electromagnet
frequency – frekuensi
oscilloscope – osiloskop
radio wave – gelombang
radio
wavelength – panjang
gelombang
wave velocity – halaju
gelombang
capacitor – kapasitor
communication system –
system komunikasi
diode – diod
electronic equipment – alat
elektronik
inductor – induktor
receiver system – system
penerima
resistor – perintang
signal – isyarattransmission
system – sistem pemancar
Notes Vocabulary
31
 Science Form 5 Yearly Plan
reception of signals in the radio
communication system.

Carry out project to build simple

functional model of radio receiver.

33 3.3 Understanding View videos or computer simulations A student is able to: satellite – satelit
satellite and discuss: • describe how satellite
communication (a) satellite communication communication system works,
system,
(b) the advantages of using • state the advantages of using
satellites in transmitting satellites for communication,
information,
(c) other uses of satellites. • list applications of satellite
communication.

34 3.4 Be aware of the Discuss the use of communication A student is able to:
importance of using system instruments for the benefit of • justify the use of ICT for the
35 ICT for the benefit mankind. benefit of mankind.
(Revision of mankind
& 2nd Mid Collect and interpret data on the
Term perserverance of scientists in
Test) inventing modern communication
methods and devices.
36
(2nd Mid
Term
Break)

37 & 38
(Revision)

39 & 40
(SPM
Trial
Exam)

32