YEARLY LESSON PLAN

SCIENCE FORM 3
2018

Disediakan oleh, Disemak oleh, Disahkan oleh,

Pn Rohana bt Husain
Guru Sains

En Rosman b Abdul Rahman Puan Choong Diam Foong

Ketua Panitia Sains Guru Kanan Bidang Sains dan Matematik
 SMJK HWA LIAN
YEARLY LESSON PLAN 2018
SCIENCE FORM 3

THEME : MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA : CHAPTER 1 - RESPIRATION
THEME : MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA : CHAPTER 2 - BLOOD CIRCULATION AND TRANSPORT

WEEK/DATE CONTENT STANDARD LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

Week 1 1.1 Analyzing the human A student is able to:  Observe models or computer
1/1/2018 – breathing mechanism 1.1.1 Identify the structure of the software to identify the structure
human of the human respiratory system
5/1/2018 respiratory system B2D1E1 1 -Recall the knowledge and which consists of the nasal cavity,
1/1 – TAHUN 1.1.2 Identify the structure of the lung science skills on biodiversity. trachea, bronchus, lings, ribs,
BARU 2018 1.1.3 Describe the process of inhalation 2-Understand and explain diaphragm and the intercostal
and exhalation biodiversity. muscles.
1.1.4 Relate the changes of air 3-Apply knowledge on biodiversity  Examine a model of a lung to
pressure and able to carry out simple identify the bronchus, bronchiole
in the thoracic tasks and alveolus.
cavity to inhalation and 4-Analyse knowledge on  Build a functional model of the
exhalation. biodiversity in context problem human respiratory system to show
1.1.5 Describe the breathing solving on events or natural the relationship between the air
mechanism B3D1E1 phenomena. pressure in the thoracic cavity and
5-Evaluate knowledge of the process of inhalation and
biodiversity in context of exhalation.
problem solving and decision  Discuss the breathing mechanism
making to carry out a task.
6-Design a task using knowledge MODULE 11 (LIFE PROCESSES)
and science skills on
biodiversity in a creative and
EPISODE 1 AND EPISODE 2
innovative way in the context
A student is able to: of
1.2.1 Describe the diffusion of oxygen problem solving and decision
Week 1 1.2 Understanding the making or carry out a task in a
from the alveoli into the blood  View a video or computer
1/1/2018 – transport of oxygen in the new situation with regards to
capillaries B3D2E1 software then gather and interpret
human body the social values/economy/
5/1/2018 1.2.2 Describe the transport of oxygen data on the following
by blood B2D3E1 culture of the community. 
1/1 – TAHUN diffusion of oxygen from the
BARU 2018 1.2.3 Describe the diffusion of oxygen alveoli into the blood capillaries
from the blood capillaries into the and from the blood capillaries into
cells B2D3E1 the cells
 transport of oxygen by the red
blood cells in the form of
haemoglobin.
WEEK/DATE CONTENT STANDARD LEARNING STANDARD
Week 2 1.3 Realizing the importance of A student is able to:
8/1/2018 – healthy respiratory system 1.3.1 List the substances which are
harmful to the respiratory system
12/1/2018 1.3.2 Explain the effects of pollutants on
the respiratory system
1.3.3 List the diseases of the respiratory
system practice good habits to
improve the quality of air
A student is able to:
2.1.1 Describe the circulatory system as
Week 3 2.1 Understanding the a biodiversity in context of
transport system in human system of tubes with a pump and
15/1/2018 –
valves that ensures one-way flow
19/1/2018 of
blood.
2.1.2 State the function of blood B2D2E1
2.1.3 Identify the structure of the human
heart B4D2E1
2.1.4 Compare and contrast the
structure
of arteries, veins and capillaries
B3D4E2/B2D2E1
2.1.5 Relate the characteristics of the
blood vessels to their functions.
B4D2E2
2.1.6 Compare and contrast oxygenated
and deoxygenated blood
2.1.7 Illustrate the path of blood flow in
the circulatory transport
2.1.8 Describe the role of the blood
circulatory system in the transport
of
substances B3D4E1
2.1.9 Explain the importance of
maintaining a healthy heart
B3D4E1
PERFORMANCE LEVEL
1 -Recall the knowledge and
science skills on biodiversity.
2-Understand and explain
biodiversity.
3-Apply knowledge on biodiversity
and able to carry out simple
tasks
4-Analyse knowledge on
biodiversity in context problem
solving on events or natural
phenomena.
5-Evaluate knowledge of
problem solving and decision
making to carry out a task.
6-Design a task using knowledge
and science skills on
biodiversity in a creative and
innovative way in the context
of
problem solving and decision
making or carry out a task in a
new situation with regards to
the social values/economy/
culture of the community.
SUGGESTED ACTIVITIES
 Collect and interpret data on the
following:
a) Substances that are harmful to
the respiratory system
b) Effects of harmful substances
on the respiratory system.
c) Diseases of the respiratory
system
 Carry out activity to show the
effect of smoking on the lungs.
 Hold or visit an exhibition on the
effects of smoking and diseases
of the lungs.
 Brainstorm ideas on how and put
these ideas into practice.
 Observe and study models,
computer software or videos on
the structure of the heart and type
of blood vessels i.e artery, vein,
capillary in the blood circulatory
system)
 Discuss the role of blood
circulatory system in the transport
of substances
 Invite a medical officer to give a
talk on “Taking Care of Your
Heart”.
MODULE11 (LIFE PROCESSES)
EPISODE 1 AND EPISODE
MODULE25 (HUMAN HEALTH)
WEEK/DATE CONTENT STANDARD LEARNING STANDARD
Week 3 A student is able to:
(continued) 2.2.1 State the constituents of blood
15/1/2018 – and
19/1/2018 their functions state the blood
groups
2.2 Analyzing the human blood
2.2.2 Match the blood group of the
donor
to that of the recipient
2.2.3 Justify the importance of blood
donation describe how donated
blood is stored and handled
***ALL CONSTRUCTS ARE B6D3E1
(NO NEED TO CARRY OUT)
A student is able to:
2.3.1 Describe how wilting occurs
2.3.2 Describe what transpiration is
2.3 Analyzing the transport
Week 4 BOTH B4D3E1
system in plants.
22/1/2018 – 2.3.3 Describe the function of stomata
26/1/2018 2.3.4 Identify the factors affecting the
rate
of transpiration BOTH B3D5E2
2.3.5 Describe how the factors affect the
rate of transpiration B5D1E1
2.3.6 Describe the roles of transpiration
2.3.7 Investigate the pathway of water in
a cut stem using a suitable stains
B4D3E2
2.3.8 Identify the locations of xylem and
phloem B2D3E1
2.3.9 Describe the functions of xylem
and
phloem B3D5E1
PERFORMANCE LEVEL
1 -Recall the knowledge and
science skills on biodiversity.
2-Understand and explain
biodiversity.
3-Apply knowledge on biodiversity
and able to carry out simple
tasks
4-Analyse knowledge on
biodiversity in context problem
solving on events or natural
phenomena.
5-Evaluate knowledge of
biodiversity in context of
problem solving and decision
making to carry out a task.
6-Design a task using knowledge
and science skills on
biodiversity in a creative and
innovative way in the context
of
problem solving and decision
making or carry out a task in a
new situation with regards to
the social values/economy/
culture of the community.
SUGGESTED ACTIVITIES
 Invite a physician to give a talk on
the following:
a) the blood group, i.e. A, B, AB
and O.
b) the constituents of blood, i.e.
plasma, red blood cell, white
blood cell, platelet and their
function.
c) the compatibility between the
blood group of the donor and that
of the recipient.
d) the important of blood donation
e) the storage and handling of
donated blood
 Observe a wilted plant and
discuss how it occurred.
 Examine the epidermis of a leaf
under microscope to identify the
stomata and discuss its functions.
 Carry out activities to study the
following
a) transport of synthesized food
substances via the phloem
b) transport of water from roots to
the leaves via the xylem.
 Examine cross section of root
stems and leaf to identify the
location of xylem and phloem.
THEME : MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA : CHAPTER 3 - EXCRETION

WEEK/DATE CONTENT STANDARD LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

3.1 Understanding human A student is able to:  Discuss what excretion is
excretion 3.1.1 Explain what excretion is B2D4E1  Examine models, charts or view
3.1.2 Identify the excretory organs in computer software to identify the
humans B1D2E1 excretory organ, i.e. skin, lungs
3.1.3 State the excretory products of and kidney.
each  Discuss the excretory products of
excretory organ B1D2E1 1-Recall the knowledge and each excretory organ, i.e. water,
3.1.4 Explain the importance of excretion science skills on biodiversity. carbon dioxide, minerals salt and
B3D6E1 2-Understand and explain urea.
biodiversity.  Discuss the important of
3-Apply knowledge on biodiversity excretion.
and able to carry out simple
A student is able to:
Week 5 tasks
3.2.1 Identify the locations of kidneys
4-Analyse knowledge on  Examine models, charts or view
29/1/2018 – and computer software of the urinary
2/2/2018 biodiversity in context problem
3.2 Analyzing the urinary other parts of the urinary system system to identify the locations of
solving on events or natural
29/1 – HARI system in human B2D5E1
phenomena. kidney, ureter, urinary bladder and
THAIPUSAM 3.2.2 Describe the shape of the kidney urethra.
5-Evaluate knowledge of
1/2 - HARI 3.2.3 Identify the structures of the kidney
biodiversity in context of  Collect and interpret data on the
3.2.4 Describe the functions of the function of the kidney
WILAYAH problem solving and decision
kidney
making to carry out a task.  Examine a live specimen of a
ABOVE THREE B4D4E1 kidney to
6-Design a task using knowledge
3.2.5 Explain the importance of a) describe the shape of the
and science skills on
maintaining healthy kidneys kidney
biodiversity in a creative and
B3D6E2 b) identify the important of the
innovative way in the context of
problem solving and decision kidney, i.e. cortex, medulla and
making or carry out a task in a pelvis.
new situation with regards to  Discuss the following:
the social values/economy/ a) the importance of the kidney
culture of the community. b) living with failure kidney

A student is able to:  Collect and interpret data on the

Week 6
3.3.1 Describe the ways plants eliminate following:
5/2/2018 – 3.3 Analyzing excretion in their excretory products B3D6E3 a) the ways plants eliminate their
9/2/2018 plant 3.3.2 Identify the excretory products of excretory products.
plants B1D2E1 b) the excretory products of
plants, i.e. carbon dioxide, water
and complex waste products
THEME : MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA : CHAPTER 4 - REPRODUCTION
WEEK/DATE CONTENT STANDARD LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
4.1 Understanding sexual A student is able to:  Discuss the following:
and asexual reproduction 4.1.1 State the importance of a) the importance and types of
reproduction reproduction
4.1.2 State the types of reproduction b) the similarities and differences
BOTH B3D7E1 between sexual and asexual
Week 7 4.1.3 State what fertilization is B1D3E1 reproduction
12/2/2018 – 4.1.4 Describe internal and external 1 -Recall the knowledge and  Using charts, diagrams, videos or
16/2/2018 fertilization B2D6E1 science skills on biodiversity. computer software to study the
4.1.5 Compare and contrast sexual and 2-Understand and explain following:
16/2 – TAHUN asexual reproduction B3D7E3 biodiversity. a) fertilization
BARU CINA 4.1.5 Classify animals and plants 3-Apply knowledge on biodiversity b) internal fertilization and
17/2 – TAHUN according to their ways of and able to carry out simple external fertilization
BARU CINA reproduction B3D7E2 tasks c) the various types of asexual
4-Analyse knowledge on reproduction. i.e. binary fission,
biodiversity in context problem budding, spore formation,
solving on events or natural vegetative reproduction and
phenomena. regeneration.
5-Evaluate knowledge of  Discuss and classify animal and
biodiversity in context of plants according how they
problem solving and decision reproduce.
making to carry out a task. MODULE 9 (LIFE CYCLE) EPISODE 2
6-Design a task using knowledge MODULE 10 (CLASSIFYING)
and science skills on
biodiversity in a creative and
innovative way in the context  Identify the following parts of the
of male reproductive system with the
Week 8 4.2 Analyzing the male A student is able to: help of charts, models, videos or
19/2/2018 – problem solving and decision
reproductive system 4.2.1 Identify the parts of the male computer software.
making or carry out a task in a
23/2/2018 reproductive system B1D3E2
new situation with regards to a) the sexual organs, i.e. testes
4.2.2 Describe the functions of the and penis
the social values/economy/
different parts of the male b) the other related parts, i.e. the
culture of the community.
reproductive system B3D8E1 scrotum, urethra, sperm ducts and
4.2.3 State the role of sperm in prostate gland.
reproduction  Discuss the following:
4.2.4 Describe the changes in male a) the function of a different parts
during puberty of the male reproductive system
BOTH B3D8E2 b) the role of sperm in
reproduction
c) the physical, physiological and
emotional changes in male during
puberty
MODULE 11 (LIFE PROCESSES)
EPISODE 1
WEEK/DATE CONTENT STANDARD LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
4.3 Analyzing the female A student is able to:  Identify the following parts of the
reproductive system 4.3.1 Identify the parts of the female female reproductive system with
reproductive system B1D3E2 the help of diagram, models or
4.3.2 Describe the functions of the computer software.
different parts of the female a) the sexual organ, i.e. ovaries
B3D8E3 and uterus
reproductive system b) the other related parts, i.e. the
4.3.3 State the role of an ovum in 1 -Recall the knowledge and fallopian tube, vagina and cervix.
Week 9 reproduction B3D8E4 science skills on biodiversity.  Discuss the following:
26/2/2018 – 4.3.4 Describe the changes in female 2-Understand and explain a) the functions of different parts
2/3/2018 during puberty B3D8E4 biodiversity. of the female reproductive system
4.3.5 Compare and contrast male and 3-Apply knowledge on biodiversity b) the role of an ovum in
female gametes in terms of size, and able to carry out simple reproduction
numbers and mobility B3D8E5 tasks MODULE 11 (LIFE PROCESSES)
4-Analyse knowledge on EPISODE 1
biodiversity in context problem  Discuss the following:
4.4 Analyzing the menstrual A student is able to: solving on events or natural a) the functions of the different
cycle 4.4.1 Describe the meaning of phenomena. parts of the female reproductive
menstruation B2D7E1 5-Evaluate knowledge of system
4.4.2 Describe menstrual cycle B3D9E1 biodiversity in context of b) the role of an ovum in
4.4.3 Describe the changes in the uterus problem solving and decision reproduction
wall during menstrual cycle making to carry out a task. c) the physical, physiological and
B3D9E2 6-Design a task using knowledge emotional changes in female
4.4.4 Relate the fertile phase of the and science skills on during puberty.
menstrual cycle to fertilization B3D9E2 biodiversity in a creative and  Stimulate the differences between
4.4.5 Explain the importance of personal innovative way in the context male and female gametes in term
hygiene during menstruation B3D9E3 of of size, number and mobility
problem solving and decision
4.5 Analyzing fertilization and A student is able to: making or carry out a task in a
pregnancy 4.5.1 Identify the location of implantation new situation with regards to  Discuss the following with the help
Week 10 of embryo the social values/economy/ of diagrams, charts, models,
5/3/2018 – 4.5.2 Describe the development of a culture of the community. videos or computer software:
9/3/2018 zygote into an embryo and a) the location of implantation of
subsequently into a foetus until embryo
birth b) the development of a zygote
ABOVE THREE B3D10E1 into an embryo and subsequently
into a foetus until birth.
 4.6 Understanding the A student is able to:  Organise an exhibition or a
importance of pre-natal 4.6.1 Relate the importance of taking multimedia presentation on the
care nutritious food to the health of both following:
mother and foetus during a) the importance of taking
pregnancy nutritious food to foetus
4.6.2 Explain the importance of avoiding b) the health of both mother and
the intake of substances that are foetus during pregnancy
harmful to the foetus c) the effects of smoking and
BOTH B6D4E1 NO NEED TO CARRY taking of alcohol or certain
OUT substances such as drug on the
embryo.
MODULE 25 (HUMAN HEALTH)
### Week 11 12/3/2018 – 16/3/2018 Ujian Penilaian 1 ##### 17/3/2018 – 25/3/2018 CUTI PERTENGAHAN PENGGAL 1

WEEK/DATE CONTENT STANDARD LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

Week 12 4.7 Evaluating the importance A student is able to:  Collect and interpret data on the
26/3/2018 – of research in human 4.7.1 State the meaning of sterility following:
30/4/2018 reproduction 4.7.2 Describe ways to overcome sterility a) the meaning of sterility
4.7.3 Describe the methods of birth b) ways to overcome sterility, i.e.
control nutrition, hormone treatment,
ABOVE THREE B3D10E2 surgery and IVF
4.7.4 Present argument against the c) birth control, i.e. rhythm
abuse method, the use of condom,
of birth control and its effects on the 1 -Recall the knowledge and contraceptive pills, intra uterine
community science skills on biodiversity. cervix device, spermicide and and
4.7.5 Explain the importance of research 2-Understand and explain vasectomy.
on human reproduction biodiversity.  Debate on birth control and its
3-Apply knowledge on biodiversity effect on society.
and able to carry out simple
tasks
4-Analyse knowledge on
Week 13
biodiversity in context problem
2/4/2018 – solving on events or natural  Examine flower to identify the
6/4/2018 A student is able to: following parts
phenomena.
4.8 Analyzing the 4.8.1 Identify the different parts of a
5-Evaluate knowledge of  a) petal and sepal
sexual reproductive flower
biodiversity in context of  b) the male part, i.e the stamen
system of flowering 4.8.2 Identify the male and female which consists of filament, anter
problem solving and decision
plants reproductive parts of a flower and pollen grain
making to carry out a task.
BOTH B4D5E1
6-Design a task using knowledge  c) the female part, i.e. the pistil
4.8.3 Identify the male and female which consists of the stigma,
and science skills on
gametes B3D11E1 style, ovary and ovules
biodiversity in a creative and
4.8.4 Describe the functions of the male  Discuss the functions of the
innovative way in the context
and female reproductive parts of a following
of
flower in sexual reproduction  a) flowers in reproduction
problem solving and decision
B3D11E2  b) male reproductive parts of the
making or carry out a task in a
new situation with regards to flower
the social values/economy/
 Week 14 4.9 Analyzing pollination A student is able to:
9/4/2018 – 4.9.1 Describe what pollination is
13/4/2018 B2D8E1
4.9.2 Relate the characteristics of flowers
to their agents of pollination
B5D2E1 NO NEED TO CARRY OUT
4.9.3 State the types of pollination,
compare and contrast self-
pollination
and cross-pollination B1D4E1
4.9.4 Explain the advantages of cross-
pollination B3D12E1
4.9.5 Explain with examples the uses of
cross-pollination in agriculture
B3D12E2
culture of the community.
 Discuss the following with the help
of models, charts, videos or
computer software
a) pollination
b) types of pollination
c) similarities and differences of
self- pollination and cross
pollination
d) advantages of cross pollination
e) uses of cross pollination in
agriculture.

WEEK/DATE CONTENT STANDARD LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

Week 15 4.10 Understanding the A student is able to:  Carry out an activity to study the
16/4/2018 – development of fruits and 4.10.1 Identify the location where various types of flowers to identify
20/4/2018 seeds in plants fertilization occurs in their pollinating agents.
flowerB4D5E2  Use microscope to observe the
4.10.2 Describe fertilization in plants development of pollen tubes in
B3D13E1 different % of sucrose solution
4.10.3 Describe the formation of fruits (5% to 10%)
and  Draw annotated diagrams of the
seeds B3D13E1 following:
a) the fertilization process in plant
b) the formation of fruits and
1 -Recall the knowledge and seeds
science skills on biodiversity.  Discuss the following
2-Understand and explain a) the location where fertilisation
biodiversity. occurs in flowers
3-Apply knowledge on biodiversity b) formation of fruits and seeds
and able to carry out simple
tasks
4-Analyse knowledge on
 4.11 Synthesizing the A student is able to:
concept of germination of 4.11.1 Identify the structure of a seed
seeds 4.11.2 Explain the functions of the
different parts of a seed
Week 16
4.11.3 Describe the physical changes of
23/4/2018 – seedlings during germination
27/4/2018 ABOVE THREE B4D5E3
4.11.4 Make hypotheses on the
conditions
required for the germination of
seeds
4.11.5 Design an experiment to study the
conditions required for the
germination of seeds
4.11.6 Draw conclusions on the
conditions
required for germination of seeds
4.12 Application of vegetative A student is able to:
reproduction in flowering 4.12.1 Explain with examples the
plants meaning
of vegetative reproduction
4.12.2 State the parts of the plants that
can reproduce vegetatively
4.12.3 Classify flowering plants according
to the part that can reproduce
vegetatively B3D14E1
4.12.4 Describe the application of
research carried out on vegetative
reproduction in agriculture
THEME : MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA : CHAPTER 5 - GROWTH
WEEK/DATE CONTENT STANDARD LEARNING STANDARD
biodiversity in context problem
solving on events or natural
phenomena.
5-Evaluate knowledge of
biodiversity in context of
problem solving and decision
making to carry out a task.
6-Design a task using knowledge
and science skills on
biodiversity in a creative and
innovative way in the context
of
problem solving and decision
making or carry out a task in a
new situation with regards to
the social values/economy/
culture of the community.
PERFORMANCE LEVEL
 Dissect a seed longitudinal and
identify its structure using hand
lens or microscope . Then, collect
and interpret data on the following
a) functions of different parts of a
seed, i.e. the embryo (radicle,
plumule and cotyledon) and testa,
protected by the pericarp (fruit
wall)
b) physical changes of seedling in
terms of the development of
radicle, plumule and cotyledon.
 Carry out small group discussions
to
a) identify the variables related to
the germination of seed
b) formulate hypotheses about
conditions required for the
germination of seeds.
 Design and carry out experiments
to determine the comditions
required for the germination of
seed.
 Carry out a study of the vegetative
reproduction of various plants in a
nursery to identify the types of
vegetative reproduction.
 Discuss the application of
research carried out in vegetative
reproduction in agriculture
SUGGESTED ACTIVITIES
 Week 17 5.1 Analysing the pattern of A student is able to:
30/4/2018 – human 5.1.1 Describe what growth is B2D9E1
4/5/2018 5.1.2 Identify the characteristics used to
measure growth rate B3D15E1
1/5 – HARI 5.1.3 Analyze the growth curve for male
PEKERJA and female B4D5E1
5.1.4 Compare and contrast between the
growth rate in male and female
5.1.5 Describe the effects of nutrition on
the growth in children B3D15E2
1 -Recall the knowledge and  Discuss the following:
science skills on biodiversity. a) characteristic used to measure
2-Understand and explain growth rate such as height and
biodiversity. weight
3-Apply knowledge on biodiversity b) meaning of growth
and able to carry out simple c) growth of pattern in male and
tasks female
4-Analyse knowledge on d) effects of nutrition on the
biodiversity in context problem development of physical and
solving on events or natural mental well- being of children
phenomena.  Carry on activities to interpret the
5-Evaluate knowledge of growth curve for male and female.
biodiversity in context of MODULE 25(HUMAN HEALTH)
problem solving and decision
making to carry out a task.
6-Design a task using knowledge
and science skills on
biodiversity in a creative and
innovative way in the context
of
problem solving and decision
making or carry out a task in a
new situation with regards to
the social values/economy/
culture of the community.

THEME : MATTER
LEARNING AREA : CHAPTER 6 - LAND AND ITS RESOURCES

WEEK/DATE CONTENT STANDARD LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

 Week 18 6.1 Analyzing the
7/5/2018 – various minerals
11/5/2018 found in the earth’s crust.
6.2 Understanding the
reactions between metals and
non-metals
6.3 Understanding silicon
compounds
A student is able to:
6.1.1 Describe what a mineral is
B2D10E1
6.1.2 Explain through examples that
minerals exist in the form of natural
elements or natural compounds
B3D16E1
6.1.3 Identify the elements in natural
compounds
6.1.4 Describe the properties of minerals
6.1.5 Write equations in words to show
the
effect of heat on the minerals
BOTH B4D7E1
A student is able to:
6.2.1 State examples of metals and non-
metals
6.2.2 Describe the reactions between
metals and non- metals
6.2.3 Write equations in words for the
reaction between metals and non-
metals
6.2.4 State that metals react with non-
metal at different rate
ABOVE THREE B4D8E1
A student is able to:
6.3.1 State the different forms of silicon
compounds B1D5E1
6.3.2 State examples of silica
6.3.3 State examples of silicate
6.3.5 Relate the properties of silicon
compounds to their stability
ABOVE THREE B4D9E1
6.3.6 Explain through examples the uses
of silicon compounds in our daily
life
B3D17E1
1 -Recall the knowledge and
science skills on biodiversity.
2-Understand and explain
biodiversity.
3-Apply knowledge on biodiversity
and able to carry out simple
tasks
4-Analyse knowledge on
biodiversity in context problem
solving on events or natural
phenomena.
5-Evaluate knowledge of
biodiversity in context of
problem solving and decision
making to carry out a task.
6-Design a task using knowledge
and science skills on
biodiversity in a creative and
innovative way in the context
of
problem solving and decision
making or carry out a task in a
new situation with regards to
the social values/economy/
culture of the community.
 Discuss what mineral is
 Collect and interpret data on the
various type of minerals that exist
in the Earth”s crust:
a) natural elements. i.e. gold and
silver.
b) natural compounds, i.e. oxides,
carbonates, sulphides and
silicates
 Carry out activities to study the
following
a) hardness of minerals
b) solubility of minerals in water
c) the effect of heat on some
metal
carbonates, oxides and sulphides
 Brainstorm and discuss the
following:
a) examples of metals
b) examples of non metals
 Carry out activities to study the
reactions of some metals, i.e.
Magnesium, Aluminium, Zinc and
Iron with the following non metals:
a)oxygen
b)sulphur
 Collect and interpret data on
silicon components that exist in
the form of silica and silicate.
 Carry out activities to study the
properties of silica and silicate as
follow:
a) solubility in water
b) reaction with hydrochloric acid
effects of heat
WEEK/DATE CONTENT STANDARD LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
6.4 Analyzing calcium A student is able to:  Collect and interpret data on
Week 18 Compounds 6.4.1 State the elements in calcium calcium compounds
7/5/2018 – carbonate B1D6E1  Carry out activities to study the
11/5/2018 6.4.2 Identify the various forms of properties of calcium carbonate as
(continued) calcium follow:
carbonate 1 -Recall the knowledge and a) the properties of calcium
6.4.3 Describe the properties of calcium science skills on biodiversity. carbonate in terms of its reaction
carbonate 2-Understand and explain with acid, solubility in water and
6.4.4 Write equations in words for the biodiversity. the effects of heat.
reactions of calcium carbonate 3-Apply knowledge on biodiversity b) the formation of calcium oxide
ABOVE THREE B5D5E1 NO NEED TO and able to carry out simple (quicklime) and calcium
CARRY OUT tasks hydroxide(slaked lime)
6.4.5 Describe the formation of calcium 4-Analyse knowledge on  Discuss the following
oxide and calcium hydroxide relate biodiversity in context problem a) Uses of calcium compound i.e.
the properties of calcium solving on events or natural calcium carbonate, calcium oxide
compounds phenomena. and calcium hydroxide
to their uses B3D17E2 5-Evaluate knowledge of b) properties of calcium
biodiversity in context of compound with reference to their
problem solving and decision uses.
making to carry out a task.
6-Design a task using knowledge
and science skills on
biodiversity in a creative and
6.5 Analysing natural fuel A student is able to:  Access websites or visit
6.5.1 List natural fuel resources B1D7E1 innovative way in the context
resources and their PETROSAINS, National Science
of
Week 19 importance 6.5.2 Explain the formation of natural fuel Centre or an oil refinery to collect
resources B3D18E1 problem solving and decision
14/5/2018 – making or carry out a task in a
information of natural fuel
18/5/2018 6.5.3 Describe the fractional distillation of resources formed in Malaysia.
new situation with regards to
petroleum B4D10E1
the social values/economy/  Carry out an activity to study
6.5.4 Describe the characteristics of the fractional distillation of petroleum
culture of the community.
various fractions from the fractional  Discuss the following
distillation of petroleum a) Characteristics and uses of the
6.5.5 Describe the uses of the various various fractions of petroleum.
fractions of petroleum b) contribution of petroleum and
6.5.6 Explain the contributions of natural gas industry to the
petroleum and natural gas industry economic development of our
to the economic development of our country
country c) efficient ways to using
6.5.7 Generate ideas on how to use petroleum and other natural fuel
natural fuel resources efficiently resources.

THEME : ENERGY IN LIFE

LEARNING AREA : CHAPTER 7 - ELECTRICITY
WEEK/DATE CONTENT STANDARD LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
7.1 Understanding A student is able to:  Carry out the following activities
Electrostatics 7.1.1 Describe what electrostatics is a) producing static electrical
B2D11E1 charges in materials through
7.1.2 State the types of static electrical friction.
Charges B3D19E1 b) detecting static electrical
7.1.3 State the properties of static charges using an electroscope
electrical charges B4D11E1 c) observing what happens when
7.1.4 Describe how static electrical two with the same or opposite
1 -Recall the knowledge and
charges can be produced in some charges are brought near each
science skills on biodiversity.
materials other and making conclusions
2-Understand and explain
7.1.5 Describe ways to detect static about static electrical charges
biodiversity.
electrical charges
3-Apply knowledge on biodiversity  Discuss the following:
7.1.6 Explain everyday phenomena a) what electrostatic is
and able to carry out simple
caused by static electrical charges b) types of static electrical
tasks
7.1.7 State the safety measures to be charges
4-Analyse knowledge on
taken when dealing with static c) properties of electrical charges
biodiversity in context problem
electricity d) examples of material that are
solving on events or natural
BOTH B3D19E2 easily charged. i.e acetate and
phenomena.
5-Evaluate knowledge of polyethene
Week 20 e) everyday phenomena related to
biodiversity in context of
21/5/2018 – problem solving and decision static electrical charge. i.e
25/5/2018 making to carry out a task. lightning
6-Design a task using knowledge f) safety measures to be taken
and science skills on when dealing with electrical
biodiversity in a creative and charges
innovative way in the context  Collect and interpret data on the
of sources of electrical energy used
problem solving and decision in everyday life.
making or carry out a task in a  Carry out activity to observe the
new situation with regards to flow of electrical current using a
the social values/economy/ Van de Graff generator and a
culture of the community. Galvanometer
MODULE 4 (ELECTRICITY) EPISODE 1

7.2 Understanding electricity A student is able to:  Discuss the following

7.2 1 Give examples of sources of a) electricity
electrical energy used in everyday b) current
life B4D12E1 c) voltage
7.2.2 State what electricity is d) resistance
7.2.3 State what voltage is e) direction of current and electron
7.2.4 State what resistance is flow in an electric circuit
ABOVE THREE B3D12E1
7.2.5 Describe the directions of current
and electron flow in an electric
- circuit
circuit B3D20E1
WEEK/DATE CONTENT STANDARD LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
7.3 Applying the understanding A student is able to:  Collect information and carry out a
of measuring electricity 7.3.1 Identify the instrument for multimedia presentation on the
measuring discovery of the unit for
current B1D8E1 a) current, i.e. ampere
7.3.2 Identify the instrument for b) voltage, i.e. volt
measuring c) resistance, i.e ohm
voltage B4D12E2  Examine the instructions and
7.3.3 State the unit for current B4D12E2 discuss its use for measuring
1 -Recall the knowledge and
7.3.4 State the unit for voltage a) current
science skills on biodiversity.
7.3.5 State the unit for resistance b) voltage
2-Understand and explain
7.3.6 Measure current in an electric
biodiversity.  Assemble an electric circuit and
circuit measure its current and voltage
3-Apply knowledge on biodiversity
7.3.7 Measure voltage in an electric MODULE 4 (ELECTRICITY)
and able to carry out simple
ABOVE FOUR B4D12E2
tasks EPISODE 1 AND EPISODE 2
Week 21
4-Analyse knowledge on
28/5/2018 – biodiversity in context problem
1/6/2018 solving on events or natural
29/5 – HARI phenomena.
WESAK 5-Evaluate knowledge of
biodiversity in context of
7.4 Synthesizing the A student is able to: problem solving and decision
relationship between 7.4.1 Design an experiment to study the making to carry out a task.  Design and carry out an
current, voltage and relationship between resistance 6-Design a task using knowledge experiment to study the following:
resistance and and science skills on a) effects of the change in
current B2D13E1 biodiversity in a creative and resistance on current
7.4.2 Carry out the experiment to study innovative way in the context b) effects of the change in voltage
the relationship between resistance of on current
and current problem solving and decision  Discuss the following
7.4.3 Describe the effects of the change making or carry out a task in a a) relationship between voltage,
in new situation with regards to current and resistance
resistance on current the social values/economy/  b) Ohm's Law
7.4.4 Design an experiment to study the culture of the community.
relationship between voltage and
current B3D21E1
7.4.5 Carry out the experiment to study
the relationship between voltage
and current
7.4.6 Describe the effect of the change in
voltage on current
Week 21 7.4.7 State Ohm’s Law
28/5/2018 – A student is able to:
1/6/2018 7.5.1 Identify the components of an  Match the component formed in
7.5 Synthesizing the electric circuit and their symbols an electric circuit to their symbols
29/5 – HARI concept of parallel B2D13E1  Draw the following circuit
WESAK and series circuit 7.5.2 Draw a diagram of a complete diagrams and assemble the circuit
(continued) circuit a) a complete circuit
7.5.3 Build a complete electric circuit b) a series circuit
7.5.4 Build a series circuit B3D21E1 c) a parallel circuit
7.5.5 Build a parallel circuit  Discuss the similarities and
7.5.6 Compare and contrast the differences between a series
arrangement of components in a circuit and a parallel circuit with
series circuit and a parallel circuit the of illustrations.

M22 4/6/2018 – 8/6/2018 PEPERIKSAAN PERTENGAHAN TAHUN

CUTI PERTENGAHAN TAHUN

9/6/2018 – 24/6/201815/6 – HARI RAYA PUASA 16/6 – HARI RAYA PUASA

WEEK/DATE CONTENT STANDARD LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

 M23 7.6 Analyzing current, A student is able to:
25/6/2018 – voltage and resistance in a 7.6.1 Describe the current flowing
series circuit through
29/6/2018 the components in a series circuit
7.6.2 Describe the voltages across the
components in a series circuit
7.6.3 Describe the resistance in a series
circuit
7.6.4 Explain the advantage and the
disadvantage of a series circuit
B3D21E2
A student is able to:
7.7 Analyzing current, voltage 7.7.1 Describe the current flowing
and resistance in a parallel through
circuit the components in a parallel circuit
7.7.2 Describe the voltage across the
components in a parallel circuit
7.7.3 Describe the resistance in a parallel
circuit B3D21E3
7.7.4 Explain the advantage and the
disadvantage of a parallel circuit
B3D21E4
7.7.5 Compare and contrast a series
circuit and a parallel circuit in terms
of current, voltage and resistance
A student is able to:
7.8.1 Describe what a magnetic field is
Week 24
7.8 Understanding magnetic 7.8.2 Draw the magnetic field of a bar
2/7/2018 –
magnet
6/7/2018 7.8.3 Draw the directions of the magnetic
field
7.8.4 Relate magnetic field lines and
strength of magnetic field
7.8.5 Explain the use of a magnetic in a
compass
ABOVE FIVE B4D13E1
7.9 Understanding A student is able to:
electro-magnetism 7.9.1 Relate the current flow through a
conductor with magnetismB4D14E2
7.9.2 Describe what an electromagnet is
B2D14E1
1 -Recall the knowledge and
science skills on biodiversity.
2-Understand and explain
biodiversity.
3-Apply knowledge on biodiversity
and able to carry out simple
tasks
4-Analyse knowledge on
biodiversity in context problem
solving on events or natural
phenomena.
5-Evaluate knowledge of
biodiversity in context of
problem solving and decision
making to carry out a task.
6-Design a task using knowledge
and science skills on
biodiversity in a creative and
innovative way in the context
of
problem solving and decision
making or carry out a task in a
new situation with regards to
the social values/economy/
culture of the community.
 Carry out activities to study
current, voltage and resistance in
a series circuit
 Discuss the advantages and
disadvantages of a series circuit
 Carry out activities to study
current, voltage and resistance in
a parallel circuit
a) discuss the advantages and
disadvantages of a series circuit
 b) similarities and differences
between series and parallel
circuits
 Carry out the following activities
a) use iron fillings to study the
magnetic field of a bar magnet
b) use compass to plot the
directions of a magnetic field
 Discuss the following:
a) magnetic field
b) relationship between magnetic
field and strength of magnetic field
 Study and discuss the use of a
magnet in a compass
 Carry out an activity to study the
magnetic field produced by a
straight wire carrying electric
current
 Discuss the meaning of
a) electromagnetism
b) electromagnet
THEME : ENERGY IN LIFE
LEARNING AREA : CHAPTER 8 - GENERATION OF ELECTRICITY
WEEK/DATE CONTENT STANDARD LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES
8.1 Understanding the A student is able to:  Explore websites or visit a power
Week 25 generation of electrical 8.1.1 List the various types of generators station to collect and interpret
9/7/2018 – energy 8.1.2 Describe the generation of data on the following:
electrical a) various type of generators, i.e.
13/7/2018 energy in various types of power thermal, hydroelectric, diesel,
stations nuclear and gas turbine.
8.1.3 Compare and contrast the b) generation of electrical energy
generation of electrical energy in in various type of power station
various types of power stations c) alternative sources of
8.1.4 Give examples of alternative 1 -Recall the knowledge and energy,i.e. solar energy and
sources science skills on biodiversity. biomass.
of energy 2-Understand and explain  Discuss the similarities and
biodiversity. differences in the generation of
3-Apply knowledge on biodiversity electrical energy in various types
and able to carry out simple of power station
tasks  Carry out an activity on the
4-Analyse knowledge on utilisation of solar energy using
biodiversity in context problem devices such as solar box
solving on events or natural
phenomena.
A student is able to:
5-Evaluate knowledge of  Build a simple transformer and
8.2 Understanding transformer 8.2.1 Identify the different parts of a study its physical structure.
biodiversity in context of
transformer B1D9E1
problem solving and decision  Carry out activity to show the
8.2.2 Describe how a transformer works function of simple transformer
making to carry out a task.
8.2.3 Compare and contrast a step-up
6-Design a task using knowledge  Collect and interpret data on
transformer and a step-down working principle of step up
and science skills on
transformer B3D23E1 transformer and step down
biodiversity in a creative and
8.2.4 Describe the roles of transformer in transformer.
innovative way in the context
the transmission and distribution of
of  Discuss the step up and step
electricity down transformer in terms of
problem solving and decision
making or carry out a task in a a) similarities and differences
new situation with regards to b) their uses in the transmission
and distribution of electricity

8.3 Analyzing the electricity
transmission and
distribution system
A student is able to:
8.3.1 arrange in order the components in
the electricity transmission and
distribution system
8.3.2 describe the functions of the
components in the electricity
transmission and distribution
system
8.3.3 describe how electricity is
transmitted and distributed from
power stations to consumers
B3D23E3
the social values/economy/
culture of the community.
 Observe a model or a chart and
discuss the electrical transmission
and distribution system which
includes the National Grid
Network, transformer stations,
switch zone, main sub-station and
its branches.
 Collect and interrupt data on the
National Grid Network in Malaysia

WEEK/DATE CONTENT STANDARD LEARNING STANDARD PERFORMANCE LEVEL SUGGESTED ACTIVITIES

Week 26 8.4 Understanding the
16/7/2018 – electrical supply and wiring
20/7/2018 system at home
8.5 Analyzing the cost of
electrical energy usage
A student is able to:
8.4.1 State the value of the main voltage
8.4.2 State the types of current
8.4.3 Identify the type of electric current
supplied to homes
8.4.4 State the types of electrical wiring
8.4.5 Identify the parts in an electrical
wiring system
8.4.6 Describe the functions of the parts
of
an electrical wiring system
8.4.7 Describe the wiring in a 3-pin plug
BOTH B3D24E1
A student is able to:
8.5.1 State the power and voltage rating
of
home electrical appliances
8.5.2 Calculate the amount of current
flowing through an electrical
appliance
8.5.3 Recall the relationship between
electrical energy usage, power and
time
8.5.4 Solve problem by calculating the
cost of electricity used B3D25E1
1 -Recall the knowledge and
science skills on biodiversity.
2-Understand and explain
biodiversity.
3-Apply knowledge on biodiversity
and able to carry out simple
tasks
4-Analyse knowledge on
biodiversity in context problem
solving on events or natural
phenomena.
5-Evaluate knowledge of
biodiversity in context of
problem solving and decision
making to carry out a task.
6-Design a task using knowledge
and science skills on
biodiversity in a creative and
innovative way in the context
of
problem solving and decision
making or carry out a task in a
new situation with regards to
the social values/economy/
culture of the community.
 Study and discuss the following:
a) electrical using system at home
including fuse box, main switch,
circuit breaker, live wire, neutral
wire, earth wire and electric
metre.
b) international colour code
 Carry out activity to
a) study the structure and design
of 3-pin plug
b) complete the wiring of a 3-pin
plug
 Examine various home appliances
to collect and interpret data on the
power, voltage and current
ratings.
 Calculate the amount of current
following through home electrical
appliances.
 Discuss the relationship between
electrical energy usage, power
and time
 Carry out home electrical energy
usage audit to determine the cost
of electrical energy use per
month.
 8.6 Understanding the A student is able to:
functions of fuse and earth 8.6.1 Identify the types of fuses
wire 8.6.2 State the ratings of fuses
8.6.3 Describe the function of fuse in
electrical wiring system B4D14E2
8.6.4 Determine the suitable rating of a
fuse for an electrical appliance
B4D14E1
8.6.5 Describe the role of earth wire in
electrical wiring system
WEEK/DATE CONTENT STANDARD LEARNING STANDARD
Week 27 8.7 Evaluating the importance A student is able to:
23/7/2018 – of safety precautions in the 8.7.1 State the safety measures to be
use of electricity taken when using electricity
27/7/2018 B6D8E1 NO NEED TO CARRY OUT
8.7.2 Describe the steps to be taken
when
accidents involving electricity occur
8.7.3 Justify the need for having safety
precautions and safety features at
home to prevent electrical
accidents
PERFORMANCE LEVEL
1 -Recall the knowledge and
science skills on biodiversity.
2-Understand and explain
biodiversity.
3-Apply knowledge on biodiversity
and able to carry out simple
tasks
4-Analyse knowledge on
biodiversity in context problem
solving on events or natural
phenomena.
5-Evaluate knowledge of
 Discuss the following matter such
as types of fuses, ratings of fuses,
function of fuse in electrical using
system and the role of earth wire
in electrical wiring system.
 Carry out activity to study the
occurrence of a short circuit
 Carry out activities to determine
the suitable ratings of fuses for
different electrical appliances
SUGGESTED ACTIVITIES
 Collect and interpret data on the
following
a) causes of electrical accidents
b) steps to be taken if electrical
conductor occur
c) safety features at home to
prevent electrical accidents
 Discuss the need to take safety
precaution when using electricity

8.8 Evaluating the importance A student is able to:
of conserving electricity 8.8.1 Identify the activities that cause
electricity wastage
8.8.2 Describe ways to conserve
electricity
8.8.3 Justify the needs for conserving
electricity
8.8.4 Predict problems our country would
face if there was a shortage of
electricity
THEME : ASTRONOMY AND SPACE EXPLORATION
LEARNING AREA : CHAPTER 9 - STAR AND GALAXIES
THEME : ASTRONOMY AND SPACE EXPLORATION
LEARNING AREA : CHAPTER 10 - SPACE EXPLORATION
WEEK/DATE CONTENT STANDARD LEARNING STANDARD
biodiversity in context of
problem solving and decision
making to carry out a task.
6-Design a task using knowledge
and science skills on
biodiversity in a creative and
innovative way in the context of
problem solving and decision
making or carry out a task in a
new situation with regards to
the social values/economy/
culture of the community.
PERFORMANCE LEVEL
 Discuss the ways to consume
electricity
 Carry out a project on energy
efficiency
 Discuss and justify the needs for
conserving electricity
 Brainstorm the problems faced by
the country if there is a shortage
of electricity
SUGGESTED ACTIVITIES
 Week 28 9.1 Analysing the Sun A student is able to:
30/7/2018 – 9.1.1 Describe the characteristics of the
3/8/2018 Sun
9.1.2 Identify the structures of the Sun
B2D16E1
9.1.3 Identify the phenomena occurring
on
the surface of the Sun B1D10E1
9.1.4 Explain the effects of the
phenomena on the surface of the
Sun on the Earth B3D26E1
9.1.5 State how energy is generated by
the Sun B3D26E1
9.2 Understanding the stars A student is able to:
and the galaxies in the 9.2.1 Define what a star is B2D17E1
Universe 9.2.2 Identify the Sun as a star
9.2.3 Identify the bright stars in the sky
9.2.4 Compare and contrast the stars
based on certain characteristics
ABOVE THREE B3D26E2
9.2.5 Describe the formation of stars
9.2.6 Describe the death of stars
BOTH B3D26E2
9.2.7 State the types of
galaxiesB1D11E1
9.2.8 Describe the Milky Way
9.2.9 Describe the Universe
BOTH B3D26E3
9.2.10 State the position of the Solar
System in the Universe
WEEK/DATE CONTENT STANDARD LEARNING STANDARD
1 -Recall the knowledge and
science skills on biodiversity.
2-Understand and explain
biodiversity.
3-Apply knowledge on biodiversity
and able to carry out simple
tasks
4-Analyse knowledge on
biodiversity in context problem
solving on events or natural
phenomena.
5-Evaluate knowledge of
biodiversity in context of
problem solving and decision
making to carry out a task.
6-Design a task using knowledge
and science skills on
biodiversity in a creative and
innovative way in the context
of
problem solving and decision
making or carry out a task in a
new situation with regards to
the social values/economy/
culture of the community.
PERFORMANCE LEVEL
 Collect and interpret data on the
following
a) characteristic of the Sun. i.e.
size, mass, density relative to the
Earth and surface temperature.
b)structures of the Sun, i.e. the
corona, chromosphere and
photosphere.
c) phenomenon occurring at the
surface of the Sun, i.e.
prominences, flares and sunspots
d) effects of the phenomenon on
the surface of the Sun on the
Earth
e)generation of energy by the Sun
 Discuss the following
a) the definition of star
b) the Sun as a star
 Visit the National Planetarium or
National Science Centre to collect
and interpret data on the following
a) bright star such s the Sirius and
Rigel
b) the Sun as a star
c) various type of stars based as
temperature, size and brightness
d) formation of stars
e) death of stars leaving behind
the white dwarf, neuron star and
black hole
f) types of galaxies, i.e. elliptical,
spiral and irregular.
g) the Milky Way
h) the Universe
 Take part in star gazing activities
 View computer software or videos
to gather information about the
topics in this learning area
SUGGESTED ACTIVITIES
 M29 9.3 Thankful for the existence A student is able to:
6/8/2018 – of the Universe as a gift 9.3.1 Appreciate the uniqueness,
from God orderliness, beauty and harmony in
10/8/2018 the Universe as a sign of the glory
God
9.3.2 Describe the expanse of the
Universe compared to Earth
9.3.3 State that all the exists in the
Universe is not permanent
9.3.4 Explain the importance of the Sun
and the Moon to life on earth
A student is able to :
10.1.1 Describe the developments in the
field of astronomy
10.1 Understanding 10.1.2 Describe the developments in
developments in the field space exploration
of astronomy and space BOTH B3D28E1
exploration 10.1.3 Explain with examples the
applications of technology related
to space exploration and astronomy
B3D28E2
10.1.4 Justify the need to continue space
exploration
1 -Recall the knowledge and
science skills on biodiversity.
2-Understand and explain
biodiversity.
3-Apply knowledge on biodiversity
and able to carry out simple
tasks
4-Analyse knowledge on
biodiversity in context problem
solving on events or natural
phenomena.
5-Evaluate knowledge of
biodiversity in context of
problem solving and decision
making to carry out a task.
6-Design a task using knowledge
and science skills on
biodiversity in a creative and
innovative way in the context of
problem solving and decision
making or carry out a task in a
new situation with regards to
the social values/economy/
culture of the community.
 Write a poem or haiku about the
uniqueness orderliness, beauty
and harmony of the Universe as a
sign of the glory of God
 Discuss the following
a) the expanse of the Universe
b) all that exists in the Universe is
not permanent
c) the importance of the Sun and
the Moon to life on Earth
 Surf the Internet, visit the
Planetarium or the National
Science Centre to collect and
interpret data on the following
a) development in the fields of
astronomy
b) application of technology related
to space exploration and
astronomy, i.e. remote sensing
c) development in space
exploration, i.e. probes as well as
man's landing on the Moon
 Debate on the need to continue
space exploration
 Carry out a multimedia or
presentation on the development in
the field of astronomy and space
exploration.

WEEK 30 13/08/2018 – 17/08/2018 PERCUBAAN PT3

***** 18/08/2018 – 28/08/2018 CUTI PERTENGAHAN PENGGAL 2
WEEK 31 27/08/2018 – 31/08/2018 Bengkel Pecutan PT3
******* 31/08/2018 HARI KEBANGSAAN KE -61
WEEK 32 03/09/2018 – 07/09/2018 Bengkel Pecutan PT3
WEEK 33 10/09/2018 – 14/09/2018 Bengkel Pecutan PT3
****** 09/09/2018 HARI KEPUTERAAN DYMMSPBYDA
WEEK 34 17/09/2018 – 21/09/2018 Bengkel Pecutan PT3
WEEK 35 24/09/2018 – 28/09/2018 Bengkel Pecutan PT3
WEEK 36 01/10/2018 – 05/10/2018 Bengkel Pecutan PT3
WEEK 37 08/10/2018 – 12/10/2018 Bengkel Pecutan PT3
WEEK 38 15/10/2018 – 19/10/2018 PT3