SEKOLAH MENENGAH SAINS HULU SELANGOR

YEARLY PLAN FOR FORM TWO SCIENCE 2010

NOBLE
MONTH WEEK LEARNING SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES SPS VALUES
OBJECTIVES
01 THEME : Management and continuity of life
CHAPTER 1 : World through our senses
1.1 Understanding i. Carry out activities to make connection between
JAN the the A student is able to:
sensory organs and five senses, the sensory organs and the stimuli. Observing Being thankful to
Discuss what happens in our body after a stimulus identify and relate a sensory organ to its
their functions. ii. is ﾷ stimulus. Communicating God
detected. Being objective
Defining operationally
state the pathway from stimulus to
ﾷ response: Thinking rationally
Observing
Stimulus Sensory organs Nerves Brain
Communicating
Nerves Response

1.2 Understanding
the i. Carry out activities to study the following: A student is able to:
sense of touch. a) structure of the human skin involved in stimuli ﾷ identify the structure of the human skin involved in stimuli Observing Being thankful to
detection, detection Communicating God
b) sensitivity of the skin at different parts of the body Being objective
Defining operationally
towards
stimuli. Thinking rationally
ii. Discuss the sensitivity of the skin in connection to
the Observing
state the function of different receptors – pressure, heat,
following situations: ﾷ pain
Communicating
a) receiving an injection,
b) using
Braille. Inferring
ﾷ draw conclusion on the sensitivity of the skin at different parts
Communicating
of the body towards stimuli.

1.3 Understanding Discuss the structure of the nose and the position of
2 the the A student is able to:
sensory cells using models, charts, computer
sense of smell. software identify the structure of the nose Observing Being objective
and other teaching aids. identify the position of the sensory cells in the detection of Communicating Thinking rationally
 smell.
1.4 Understanding
the i. Carry out activities to detect the A student is able to:
different areas of the tongue that respond to identify the different areas of the tongue that respond to
sense of taste. different different Observing Being thankful to
tastes. taste Communicating God
Carry out activities to find how taste
ii. is Being objective
Defining operationally
related to smell. Thinking rationally

relate the sense of taste with the sense of

smell. Observing
Inferring
1.5 Understanding i. Observe and identify the structure of the human
3 the ear. A student is able to:
identify the structure of the human
sense of hearing. ii. Discuss the function of each part of the ear. ear ﾷ Observing Being thankful to
iii. Discuss the hearing mechanism. ﾷ Communicating God
Being objective
explain the function of the different parts of the
ear. ﾷ Observing Thinking rationally
ﾷ Communicating

describe how we hear. ﾷ Communicating

Examine the cow’s eye or model of a human
1.6 Understanding i. eye. A student is able to:
ii. Collect information on structure and function of
the sense of each identify the structure of the human eye ﾷ Observing Being thankful to
sight. part of the eye. ﾷ Communicating God
iii. Discuss how we see. Being objective

explain the functions of different parts of the eye ﾷ Observing Thinking rationally
ﾷ Communicating

describe how we see. Communicating

4 1.7 Understanding i. Carry out activities to study: A student is able to:
light and sight. a) reflection of light, describe the properties of light i.e. reflection and refraction Communicating Being thankful to
b) refraction of light between two mediums of
different God
 density. Defining operationally Being objective
ii. Collect information about the types of ﾷ Measuring and using numbers Thinking rationally
defects of vision and the

contribution/use of technology to
rectify Observing
them. state the various defects of vision
Inferring
Carry out activities to show what
iii. short

sightedness and long sightedness

are Communicating
and how to correct explain ways to correct vision defects

Carry out activities to show what

iv. short
Observing
sightedness and long sightedness
are state and give examples of the limitations of sight
Communicating
and how to correct them.

connect stereoscopic and monocular visions with the

survival Defining operationally
v. Discuss what astigmatism is and the

of animals
way to correct it. Observing

vi. Carry out activities to investigate the

identify the appropriate device to overcome the limitations of Communicating
following:
a) optical illusion, sight.
b) blind-
spot.
vii. Discuss the connection between stereoscopic
vision
Relate the properties of light to natural phenomena and
and monocular vision with the survival of animals. daily
viii. Gather information about the device to
overcome usage.
the limitation of sight.

FEB 1 1.8 Understanding Carry out activities to investigate: A student is able to:
sound and hearing. a) the production of sound, ﾷ describe the properties of sound Observing Being thankful to
b) the need of medium for sound to travel, ﾷ explain the reflection and absorption of sound Communicating God
c) the reflection and absorption of sound. Being objective
 ﾷ explain the defects of hearing
Collect information about Thinking rationally
ﾷ explain ways of rectifying the defects in hearing
a) the defects of hearing,

b) ways to rectify the defects of hearing. ﾷ state the limitations of hearing Communicating
Discuss the limitations of hearing and ways of
mproving

ﾷ state the device used to overcome the limitations of hearing

it.

Carry out activities to investigate the need for ﾷ explain stereophonic hearing. Communicating
stereophonic hearing in determining the direction of
Defining operationally

sound.

2 1.9 Understanding the stimuli and responses in plants. A student is able to:
Carry out experiments to investigate and identify: ﾷ state the stimuli that cause response in plants ﾷ Observing Being thankful to
a) stimuli detected by plants, ﾷ identify the parts of plants sensitive to specific stimulus ﾷ Inferring God
b) the parts of the plants sensitive Being objective
ﾷ relate the response in plants to their survival. ﾷ Communicating
to specific stimulus. Thinking rationally

Discuss in what ways the response of plants

towards
stimuli are important for their survival.

3 14-15 FEB 2010 – CUTI TAHUN BARU CINA

04 THEME : Management and continuity of
life CHAPTER 2 : Nutrition
2.1 Analysing the Discuss the classes of food i.e. carbohydrate, protein, A student is able to: ﾷ Observing
Being thankful
classes of food. fats, vitamins, minerals, fibre and water and state their ﾷ explain through examples the classes of food, ﾷ Inferring to
functions. God
ﾷ state the function of each class of food, test for starch, glucose,
ﾷ Communicating
Being objective
protein and fats.
Thinking
Carry out activities to test for starch (iodine solution), rationally
glucose (Benedict solution), protein (Millon’s
reagent)
and fats (alcohol-emulsion test).
26 FEB 2010 - MAULIDUL RASUL
MAC 1 2.2 Evaluating the Discuss: A student is able to:
importance of a a) what a balanced diet is, ﾷ state what a balanced diet is, ﾷ Observing Being thankful
 to
b) the factors that determine a person’s balanced
balanced diet. diet: ﾷ state the factors that must be considered when planning a ﾷ Inferring God