SCIENCE FORM FOUR

ANNUAL TEACHING PLAN 2010

MONTH THEME / LEARNING AREA (TOPIC) SUGGESTED LEARNING CCTS / SA & NV

W/D L. OBJECTIVES / L. OUTCOMES ACTIVITIES TS

January
W1 Form 4 Orientation Week
(4th - 8th)

THEME : INTRODUCING SCIENCE

Learning Area : 1. Scientific Investigation - Carry out a scientific investigation, e.g. investigate how Analyzing Being systematic
1.1: Analyzing method of scientific investigation surface area affects the rate of cooling.
- explain the steps in scientific investigation Making conclusions Being objective
- carry out a scientific investigation - Students will:
- write a report on a scientific investigation a) identify the problem, Relating
- explain the importance of scientific investigation b) identify the variables,
c) make a hypothesis,
d) plan the investigation to:
i. determine the apparatus and materials needed,
ii. determine the procedure of the investigation, the
method in data collection and data analysis.
e) carry out the investigation,
f) collect data,
g) analyse and interpret data,
h) draw conclusions,
i) write a report.

- Discuss the importance of scientific investigation method in

acquiring scientific knowledge

W2 1.2: Realizing the need to practice scientific attitudes and noble - View videos or computer simulations then gather and Analyzing Being systematic
(11th - 15th) values when carrying out scientific investigation interpret data on the scientific attitudes and noble values
- identify scientific attitudes and noble values practised by scientists
practised by scientists. Making conclusions Being objective
- expalin the need to practise scientific attitudes and
noble values when carrying out a scientific investigation - Discuss the need to practise scientific attitudes and noble
- practise scientific attitudes and noble values when values when carrying out scientific investigations.
carrying out a scientific investigation

THEME : MAINTENANCE AND CONTINUITY OF LIFE

Learning Area : 1. Body Coordination - Carry out activities to observe and discuss body coordination. Analyzing Being thankful to God
1.1: Understanding body coordination
- describe what body coordination is - Examine models, view charts or videos to identify the body Synthesizing
- identify the body systems that control and regulate coordination
systems which control coordination, i.e. the nervous
- state the importance of body coordination system and the endocrine system.

- Discuss the importance of body coordination in daily activities.

 W3 1.2: Understanding the human nervous system - Observe models, view charts or videos and identify the human Analyzing Being responsible
(18th - 22nd) - identify the component parts of the human nervous system nervous system which consists of: about the
- state the function of each component part of the nervous system
a) central nervous system, i.e. brain and spinal cord, Synthesizing safety of
- state what a neurone is b) peripheral nervous system, i.e. cranial nerves and spinal oneself, others
- identify the parts of a neurone nerves and their branches which link the receptors and Visualizing and the
- state the function of each part of the neurone effectors with the central nervous system. environment
- identify the different types of the neurone Comparing and contrasting
- state the function of each type of neurone - Discuss the function of each component part of the nervous Being thankful to God
- compare and contrast different types of neurone system.

- View videos, charts or examine models and discuss

the following:
a) neurone as the basic unit of the nervous system,
b) parts of a neurone namely cell body, axon, dendrite, and
myelin sheath
c) functions of various parts of a neurone,
d) types of neurone namely the sensory neurone, motor
neurone, and the relay neurone,
e) functions of various types of

- Draw a labelled diagram of the sensory neurone, the motor

neuron and the relay neurone.

- Carry out an activity to compare and contrast the different

types of neurone and present the similarities and
differences in a graphic organiser.

W4 1.3: Analyzing nervous coordination - Discuss the following: Analyzing Being thankful to God
(25th - 29th) - state what receptors and effectors are a) meaning of receptors and effectors,
- state the functions of receptors and effectors b) functions of receptors and effectors. Synthesizing
- explain with examples what a reflex action is
- describe a reflex arc - Carry out activities to demonstrate the reactions of sense Visualizing
- illustrate the path taken by an impulse in the reflex arc organs to various stimuli.

- Carry out activities and discuss reflex actions such as knee-jerk

and reaction to touching a hot or sharp object.

- View computer simulations or charts showing the path taken

by an impulse in a reflex arc.

- Draw a diagram to show the path taken by an impulse in

a reflex arc.

1.4: Understanding the role of proprioceptors in - Carry out the following activities to show the importance of Analyzing Being thankful to God
maintaining balance and coordination proprioceptors:
- explain what proprioceptors are a) stacking objects with both eyes closed, Synthesizing
- explain the importance of proprioceptors b) maintaining balance of the body.

February 1.5: Understanding the human brain and its complexity
W5 - identify the main parts of the human brain
(1st - 5th) - state the main functions of each part of the human brain
- explain what voluntary action is
- give examples of voluntary action
- explain what involuntary action is
- give examples of involuntary action
- eplain the effect of injuries to specific parts of the human brain
W6 1.6: Understanding hormonal coordination in the body
(8th - 12th) - describe what a hormone is
- describe what endocrine glands are
- identify the main endocrine glands and their
repective locations in the body
- state the functions of hormones secreted by the
endocrine glands
- describe the effects of hormonal imbalance on health
1.7: Analyzing coordination between the nervous system
and the endocrine system
- compare and contrast nervous coordination
and hormonal coordination
- explain with examples the coordination between
the nervous system and
the endocrine system in response to a specific stimulus
- explain the importance of coordination between
the nervous system and the endocrine system in
response to a spscific stimulus
W7 1.8: Evaluating the effects of drug abuse on body
- View charts, videos or computer simulations and
discuss the following:
a) proprioceptors and their functions,
b) the importance of proprioceptors in maintaining
balance and coordination.
- Examine models, view videos or computer simulations to Analyzing Being thankful to God
identify the structure of the human brain, i.e. the cerebrum,
cerebellum and medulla oblongata. Discuss the functions of Synthesizing
the various parts of the brain.
Visualizing
- Draw and label the main parts of the human brain.
- Carry out activities and discuss the following:
a) voluntary actions such as writing and dancing,
b) involuntary actions such as dilation and constriction of the
pupil and the beating of the heart.
- Discuss the effects of injuries to specific parts of the human brain.
- Carry out activities such as “match and win” or puzzles to Analyzing Being thankful to God
identify the following:
a) hormones and the main endocrine glands, i.e. the pituitary Relating
gland, thyroid gland, adrenal gland, pancreas, ovary,
b) and testes, Synthesizing
c) the hormones secreted by each of the main endocrine glands,
d) functions of the hormones secreted by each of the main Predicting
endocrine glands.
- Draw a labelled diagram to show the locations of the main
endocrine glands in the human endocrine system.
- Discuss the effects of hormonal imbalance on health
and present the information in a graphic organiser.
- Carry out an activity to compare and contrast nervous Analyzing Being thankful to God
coordination with hormonal coordination and present the
similarities and differences in a graphic organiser. Relating
- Simulate “fright and flight” situations or relate an incident to Synthesizing
discuss the following:
a) coordination between the nervous system and the Predicting
endocrine system in producing a response to a stimulus,
b) the importance of coordination between the nervous system
and the endocrine system in ensuring a smooth and
appropriate response to a specific stimulus.
- Invite a representative from Agensi Dadah Kebangsaan (ADK) Analyzing Being thankful to God
(15th-19th) coordination and health ,Polis Di Raja Malaysia (PDRM), Persatuan Mencegah Dadah
- define what drugs are Malaysia (PEMADAM) or other appropriate institutions to give Relating Having critical and
- list examples of drugs a talk or an exhibition on drugs, drug abuse and the effects analytical thinking
- explain what drug abuse is of drug abuse on body coordination and health.
- describe the effects of drug abuse on body coordination
- describe the effects of drug abuse on health - Students make presentations on drug abuse through public
speaking, exhibiting folio or multimedia PowerPoint presentation.

1.9: Analyzing the effects of excessive consumption of
alcohol on body coordination and health
- list examples of alcoholic drinks
- describe the effects of excessive consumption of
alcohol on body coordination
- describe the effects of excessive consumption of
alcohol on health
- justify the importance of avoiding excessive
consumption of alcohol
- Gather information from books, newspapers, magazines or Analyzing Being thankful to God
Internet and discuss the following:
a) examples of alcoholic drinks, Relating Having critical and
b) effects of excessive consumption of alcohol on body analytical thinking
coordination (effect on reaction times) and health.
c) the importance of avoiding excessive consumption of
alcohol.
- Present and exhibit the collected information.

W8 1.10: Realizing the importance of sound and healthy mind
(22nd - 26th) - state what mind is
- identify the factors that affect the mind
- explain how substance abuse can affect the mind
- justify the importance of a sound and healthy mind
- Gather information from books, magazines, newspapers and Relating Having critical and
Internet and discuss the following: analytical thinking
a) the meaning of mind,
b) factors that affect the mind, which include, hormone
imbalance, excessive consumption of alcohol, drug
abuse, mental stress and brain injury,
c) how hormone imbalance, excessive consumption of
alcohol and drug abuse can affect the mind,
d) the importance of a healthy and sound mind.

THEME : MAINTENANCE AND CONTINUITY OF LIFE

Learning Area : 2. Heredity and Variation - View videos, computer simulations or charts to study Analyzing Realizing that
2.1: Understanding cell division the following: science is a means
- state what genes, deoxyribonucleic acids a) gene, DNA and chromosome, to understand
(DNA) and chromosomes are b) mitosis and meiosis. Relating nature
- describe relationship between gene, DNA and chromosome
- state what mitosis is - Simulate the process of mitosis and meiosis.
- describe the process of mitosis Visualizing Being thankful to God
- state what meiosis is - Carry out an activity to compare and contrast mitosis with
- describe the process of meiosis meiosis and present the similarities and differences in a
- compare and contrast mitosis with meiosis graphic organiser. Synthesizing
- explain the importance of mitosis and meiosis
- Discuss the importance of mitosis and meiosis.

March 2.2: Understanding the principles and mechanism of inheritance- Observe and identify dominant and recessive traits among Analyzing Appreciating
W9 - explain what dominnat genes and recessive genes are students and their family members. the contribution
(1st - 5th) - identify dominant traits and recessive traits in human of science
- illustrate the mechanism of inheritance of traits using - Discuss the following: Relating and technology
a schematic diagram a) dominant genes and dominant traits,
- predict the genotype and phenotype ratios b) recessive genes and recessive traits. Realizing that
 of a monohybrid cross Visualizing science is a means
- View videos or computer simulations on genetic to understand
experiments carried out by Gregor Mendel to study the nature
mechanism of trait inheritance. Synthesizing

- Use schematic diagrams to illustrate monohybrid crosses Predicting

and predict the following using Mendel’s law:
a) genotype ratio of the ‘first filial’ or F1 generation and the
‘second filial’ or F2 generation,
b) phenotype ratio of the ‘first filial’ or F1 generation and the
‘second filial’ or F2 generation.

W10
(8th - 12th) GERAK MAHIR 1

W11
(15th - 19th) MID-SEMESTER BREAK

W12 2.3: Understanding sex determination and the - View computer simulations, videos or charts and discuss Analyzing Being thankful to
(22nd - 26th) occurrence of twins in human beings the following: God
- explain what sex chromosomes are a) sex chromosomes, Relating
- explain how sex is determined b) determination of sex,
- explain the formation of identical and non-identical twins c) the occurrence of identical and non-identical twins, Visualizing Realizing that
- compare and contrast between identical and non-identical twins
d) the occurrence of siamese twins. science is a means
- explain what siamese twins are to understand
- Use schematic diagrams to illustrate the following : nature
a) how sex is determined,
b) how identical and nonidentical twins are formed.

- Carry out an activity to compare and contrast identical

twins with non-identical twins and illustrate the similarities
and differences in a graphic organise.

- Read and interpret data from books, articles, magazines or

Internet on siamese twins.

2.4: Understanding mutation - View videos, computer simulations or charts and

- state what mutation is discuss the following: Analyzing Being thankful to God
- state the types of mutation a) mutation and types of mutation such as chromosome
- list exampels of mutation mutations and gene mutations, Comparing and
- identify causes of mutation b) consequences of chromosome mutations in humans such contrasting
- state the advantages and disadvantages of mutation as Down’s syndrome, Klinefelter’s syndrome, and Turner’s
syndrome,
c) consequences of gene mutations in humans such as
colour blindnes, albinism and thalassaemia.

- Carry out an activity to test colour blindness among pupils

 - Discuss the advantages and disadvantages of mutation

W13 2.5: Evaluating the effects of genetic research on human life
(29th - 2nd April) - list the contributions of genetic research in various fields
- explain selective breeding in plants and livestock
- state the importance of selective breeding in plants and livestock
- describe the technology used for selective breeding
- present arguments for and against genetic research
- Search the Internet, read books, magazines and
newspapers for informations on genetic research Synthesizing Appreciating
and discuss the following: the contribution
a) genetic research in the field of medicine, such as the Generating ideas of science
discovery of various types of hereditary diseases and the and technology
latest techniques for treating specific diseases, and
Human Genome Project.
b) genetic research in the field of agriculture such as
genetically- modified food (GMF), cloning, selective
breeding in plants such as paddy, oil palm, papaya,
durian, chilli, and livestock such as dairy cow and chicken.

- Discuss the following:

a) selective breeding in plants and livestock,
b) the importance of selective breeding in plants and livestock,

- View videos or computer simulations on the technology

used for selective breeding.

- Debate on genetic research and its effects.

- Compile materials on genetic research in a scrap book.

April 2.6: Analyzing variation among living things - Carry out activities to identify and classify variation among
W14 - state what variation is students in a class. Discuss the following: Comparing and Realizing that
(5th - 9th) - list variation in humans a) continuous variation and discontinuous variation, contrasting science is a means
- classify variation into continuos and discontinuos variation b) examples of continuous variation and discontinuous to understand
- compare and contrast continuous and discontinuous variation variation, Grouping and nature
- identify factors that cause variation c) factors which cause variation, classifying
- explain the importance of variation d) the importance of variation.
Analyzing
- Carry out an activity to compare and contrast continous variation
with discontinous variation and illustrate the similarities and
differences in a graphic organiser.

- Construct a family tree based on variation among family

members such as having straight or curly hair, being
righthanded or left- handed, the presence or absence
of ear lobes, and the ability to roll the tongue.

2.7: Realizing the need to adhere to a code of ethics in - Read books, articles, magazines or search the Internet
genetic research and discuss how misuse of knowledge in the field of Relating Having critical and
- explain how the misuse of knowledge in the field of genetics can endanger life. analytical thinking
genetics can endanger life Synthesizing
- describe the importance of establishing and adhering to - Discuss the importance of establishing and adhering to
ethics and morals in scientific research for the benefit of mankind
ethics and morals in scientific research for the benefit of
 mankind.

W15 THEME : MATTER IN NATURE

(12th - 16th) Learning Area : 1. Matter and Substance - Carry out an activity to observe changes in the states of matter Analyzing Appreciating
1.1: Analyzing changes in the states of matter when heat is absorbed or released. the contribution
- explain the kinetic theory of matter Relating of science
(a) relate changes in the heat to changes in - View videos or computer simulations and discuss the following: and technology
kinetic energy of the particles in matter a) the kinetic theory of matter,
(b) explain the interconversion of the three states b) changes in kinetic energy of particles in matter during
of matter based on the kinetic theory matter heat change,
c) changes in the states of matter involving the absorption
or release of heat,
d) changes in matter during melting, boiling, condensation,
freezing and sublimation based on the kinetic theory of matter.

1.2: Understanding the structure of an atom - Examine models , view computer simulations and discuss the
- describe the structure of an atom following: Analyzing Appreciating
- identify the subatomic particles a) the structure of an atom, the contribution
- compare and contrast the subatomic particles b) the subatomic particles namely proton, electron, and neutron. Visualizing of science
and technology
- Draw a labelled diagram of a model of an atom. Comparing and
contrasting
- Carry out an activity to compare and contrast the subatomic
particles in terms of location, relative mass and charge. Illustrate
the similarities and differences of subatomic particles in
a graphic organiser.

W16 1.3: Applying the idea of proton number and nucleon - Collect and interpret data on the following:
(19th - 23th) number in atoms of elements (a) proton number, Analyzing Appreciating
- state what proton number is (b) nucleon number, the contribution
- state what nucleon number is (c) isotopes. Making generalization of science
- relate the number of protons, neutrons, and electrons and technology
in an atom to its proton number and nucleon number - Construct a table to show the relationship between Relating
- deduce the number of protons, electrons and the number of protons, neutrons and electrons in an
neutrons in atoms of different elements atom and its proton number and nucleon number.
- make a generalisation on the numbers of protons
and electrons in atoms of different elements - Discuss and make a generalisation that atoms of different
- state what isotops are elements consist of different numbers of protons and electrons.
- give examples of isotopes
- Discuss the following:
a) isotopes,
b) examples of isotopes such as isotopes of hydrogen and
carbon.

1.4: Understanding the classification of elements in the Periodic Table

- View computer simulations or charts and discuss the following
- describe the arrangment of elements in the Periodic Table aspects of the Periodic Table: Analyzing Appreciating
- describe what is meant by groups and periods in a) arrangement of elements based on increasing proton the contribution
the Periodic Table number, Grouping and of science
 - identify the locations of metals, non-metals and
semimentals in the Periodic Table
- state the importance of the Periodic Table
W17 1.5: Understanding the properties of substances based on
(14th - 18th) the particles present in them
- describe what atoms, molecules and ions are
- identify the particles in the substances as atoms,
molecules and ions
- state the examples of substances made of atoms,
molecules and ions
- compare and contrast substances that are made of atoms,
molecules and ions based on their physical properties
- relate the physical properties of substances made up
atoms, molecules and ions to the arrangement of particles
and the forces of attraction between them
May 1.6: Understanding the properties and uses of metals and non-metals
- Carry out an activity to identify objects in the classroom which
b) group as vertical column containing elements with classifying and technology
similar chemical properties,
c) period as horizontal row containing elements that Predicting
change their chemical and physical properties gradually
from those reflecting metal to those reflecting non-metal,
d) locations of metals, non-metals and semimetals.
- Carry out a card game to fill up the missing elements in the
Periodic Table. The cards contain the following details:
a) proton number,
b) nucleon number,
c) metal, non-metal and semimetal.
- Discuss the importance of the Periodic Table in terms of:
a) assisting in an orderly and systematic approach to the
study of elements,
b) knowing the properties of the elements,
c) predicting the properties and uses of elements.
- View computer simulations or charts to study the following:
a) atoms, molecules and ions, Appreciating
b) substances which are made of atoms, molecules and ions, Analyzing the contribution
c) physical properties of substances made of atoms, of science
molecules and ions such as: Visualizing and technology
i) physical state at room temperature,
ii) melting point, Relating
iii) boiling point,
iv) electrical conductivity. Comparing and
d) arrangement of particles and the forces of attraction contrasting
between particles in substances made of atoms, molecules
and ions.
- Carry out an activity to study the melting point and electrical
conductivity of substances made up of:
a) atoms such as lead,
b) molecules such as sulphur,
c) ions such as lead bromide.
- Carry out an activity to compare and contrast substances
that are made of atoms, molecules and ions based on
their physical properties. Illustrate the similarities and
differences in a graphic organiser.
- Discuss the arrangement of particles and the forces of
attraction between particles in relation to the physical
properties of substances made up of atoms, molecules and ions.
 W18 - list examples of metals and non-metals are made of metals and non-metals. Analyzing Appreciating
(3rd - 7th) - list the properties of metals and non-metals the contribution
- list the uses of metals and non-metals in daily life - Collect and interpret data on the properties and uses of metals Relating of science
- compare and contrast metals and non-metals such as iron, aluminium, zinc, copper, lead, tin, gold and and technology
based on their physical properties non-metals such as carbon, sulphur and chlorine. Attributing
- relate the physical properties of metals and non-metals
to their uses in daily life - Carry out an activity to compare and contrast the properties
of things made of metal and nonmetal and illustrate the
similarities and differences in a graphic organiser.

- Carry out an activity to study the physical properties of

metals and non-metals such as:
a) luminosity,
b) ductility,
c) malleability,
d) tensile strength,
e) electrical and heat conductivity.

- Discuss the physical properties of metals and non-metals

relating to their uses in daily life

W19 1.7: Analyzing the methods of purifying substances - Collect and interpret data on the following:
(10th - 14th) - state the characteristics of pure substances a) characteristics of pure substances, Analyzing Appreciating
- describe the different methods of purification of substances b) different methods of purification of substances. the contribution
- relate the characteristics of susbtances to the Relating of science
methods of purification used - Carry out activities to study the following: and technology
- explain with examples the methods of (a) how the presence of impurities such as salts affects the
purification used to produce subtances used in daily life boiling point of water,
(b) purification of substances by the following methods:
i. distillation, e.g. purifying alcohol from a mixture of
alcohol and water,
ii. crystallisation,e.g. purifying salt from a saturated solution
of common salt.

- Gather information and discuss the following:

a) factors to be considered when selecting the methods of
purification. Examples are as follow:
i. separating a liquid from a solution of a solid in a liquid,
such as producing pure water from sea water,
ii. separating a liquid from a mixture of miscible liquids
such as removing ethanol from a mixture of ethanol
and water,
iii. separating insoluble impurities from a soluble substance
such as removing sand and other impurities from salt.
b) methods of purification used in producing substances
needed daily such as salt, sugar, petroleum fractions
and distilled water.
 1.8: Appreciating the existence and uses of various - Discuss the following:
substances of different characteristics a) how various substances of different characteristics can Analyzing Appreciating
- describe how man use various substances of be utilised to benefit mankind, the contribution
different characteristics and states in everday life b) the importance of the existance of various Relating of science
- justify the importance of the existence of various substances substances of different characteristics. and technology
of different characteristics and states that benefit mankind

W20 THEME : ENERGY IN LIFE

(17th - 21st) Learning Area : 1. Energy and Chemical Changes - Discuss the following in terms of physical and chemical changes: Analyzing Appreciating
1.1: Understanding physical and chemical changes a) burning of paper, the contribution
- explain whqt physical change is b) melting of ice, Relating of science
- explain what chemical change is c) change in colour of sliced apples, and technology
- give examples of physical changes in daily life d) evaporation of water. Attributing
- give examples of chemical changes in life
- compare and contrast physical changes and chemical changes
- Carry out the following activities to study physical and chemical
changes:
a) heating iron with sulphur,
b) burning magnesium in air,
c) mixing zinc with copper sulphate solution,
d) soaking clean iron nails in water until they rust,
e) heating copper carbonate,
f) mixing potassium iodide with lead nitrate,
g) dissolving sugar in water,
h) crystallising sodium chloride from its saturated solution,
i) heating iodine crystals in a closed container,
j) slow heating of wax.

- Carry out an activity to compare and contrast physical change

and chemical change and illustrate the similarities and
differences in a graphic organiser.

W21
(24th - 28th) FIRST SEMESTER EXAM

June
W22 FIRST SEMESTER EXAM
(31st May - 4th)

W23 FIRST SEMESTER BREAK

(7th - 11th)

W24 FIRST SEMESTER BREAK

(14th - 18th)

W25 1.2: Analyzing heat change in chemical reactions - Carry out the following activities to study heat changes Attributing Being honest and
(21st - 25th) - state that chemical reactions involve heat change in chemical reactions: accurate in recording
 - identify reactions involving heat loss a) dissolving ammonium chloride in Analyzing and validating data
- identify reactions involving heat gain b) dissolving sodium hydroxide in water.
- relate changes in temperature of reactants Making hypothesis
to exothermic reactions - Discuss the following: Appreciating
- relate changes in temperature of reactants a) the relationship between heat loss or heat gain and Predicting the contribution
to endothermic reactions changes in temperature, of science
- explain through examples heat changes that b) exothermic and endothermic reactions based on changes in heat. and technology
occur during industrial chemical reactions
- View computer simulations then gather and interpret data
on heat changes that occur during industrial chemical reactions,
such as:
a) the production of ammonia from ammonium products
b) the production of sulphuric acid.

1.3: Synthesizing the reactivity series of metals - Carry out activities to study the following reactions:
- describe the reactivity of metals with water a) sodium, calcium, magnesium, aluminium, zinc and copper Attributing Appreciating
- describe the reactivity of metals with acids with water. the contribution
- describe the reactivity of metals with oxygen b) magnesium, aluminium, zinc and copper with dilute acids. Analyzing of science
- compare and contrast the reactivity of metals c) magnesium, aluminium, zinc, copper with oxygen. and technology
with water, acids and oxygen Making hypothesis
- arrangge metals in order of reactivity - Carry out activities to compare and contrast the reactivity
- construct the reactivity series of metals based on of metals with water, acids and oxygen. Illustrate the Comparing and
reactivity of metals and oxygen similarities and differences in a graphic organiser. contrasting
- identify the position of carbon in the reactivity series
- Discuss and arrange metals in order of reactivity. Conceptualizing

- Collect and interpret data on the reactivity of metals with

oxygen to construct the reactivity series of metals.

- Carry out an experiment to determine the position of

carbon in the reactivity series.

W26 1.4: Applying the concepts of reactivity series of metals - View computer simulations or videos on methods of
(28th - 2nd July) - relate the position of metals in the reactivity series extracting metals from their ores and then carry out the Attributing Appreciating
to the method of extraction of metals from their ores following activities: the contribution
- explain with examples the process of a) relate the position of metals in the reactivity series to the Analyzing of science
extraction of a metal from its ore using carbon method of extracting metals from their ores, such as using and technology
- state the importance of the reactivity series carbon and by electrolysis,

- Discuss the importance of the reactivity series.

1.5: Understanding electrolysis - Carry out activities on electrolysis and discuss the following:
- state what electrolysis is a) definition of electrolysis, Attributing Appreciating
- state what anode, cathode, anion, cation and electrolyte are b) what anode, cathode, anion, cation and electrolyte are, the contribution
- describe the electrolysis of an electrolyte using carbon electrodes
c) the process and product of electrolysis of an electrolyte using Analyzing of science
- explain the uses of electrolysis in industry carbon electrodes, and technology
d) use of electrolysis in electroplating metal objects. Visualizing
 - View computer simulations and study the following processes: Making hypothesis
a) electrolysis of molten lead bromide using carbon electrodes,
b) electroplating objects made of iron with copper. Synthesizing

- View videos or computer simulations and discuss the uses

of electrolysis in industry, including the extraction of
metals, purification of metals and electroplating.

July 1.6: Understanding the production of electrical - Carry out an activity to study the production of electrical energy Attributing Appreciating
W27 energy from chemical reactions by a simple cell. the contribution
(5th - 9th) - describe how a simple cell works Analyzing of science
- list the various types of cells and their uses - Examine various types of cells such as dry cells, lead-acid and technology
- state the advantages and disadvantages of various types of accumulators,
cells alkaline batteries, silver oxide-mercury Visualizing
batteries and nickel-cadmium batteries and discuss:
a) their uses,
b) the advantages and disadvantages in using each
of these types of cells.

1.7: Understanding chemical reactions that occur in the presence- of

Discuss
light the following:
- give examples of chemical reactions which require light a) chemical reactions which require light for example Attributing Appreciating
- explain the effect of light on photosensitive chemicals photosynthesis in green plants, the contribution
- explain why certain chemicals are stored in dark bottles Analyzing of science
b) the effect of light on photosensitive chemicals. and technology

- Carry out an activity to study the effect of light on photographic

paper and silver chloride.

- Discuss how photosensitive chemicals are stored by

relating to the effect of light on these chemicals.

W28 1.8: Appreciating the innovative efforts in the design of equipment

- Prepare folio and scrap book on the following topics: Attributing Appreciating
(12th - 16th) using chemical reactions as sources of energy a) how energy obtained from chemical reactions should be the contribution
- describe how energy obtained from chemical reactions used efficiently to prevent wastage, Analyzing of science
should be used efficiently to prevent wastage b) how equipment utilising chemical reactions as sources and technology
- describe how equipment utilising chemical reactions as sourceof energy should be disposed to reduce environmental Visualizing
of energy should disposed to reduce environmental pollutionpollution,
- give suggestions on new ways of using chemical reactions
as source of energy for equipment - Carry out a brainstorming session on new ways of using
- put into practise good habits when using and disposing chemical reactions as sources of energy for equipment
equipment that uses chemical reaction as a source of energy
- Carry out activities to illustrate good habits of using and
disposing equipment that uses chemical reaction
as a source of energy.

W29 THEME : ENERGY IN LIFE

(19th - 23rd) Learning Area : 2. Nuclear Energy - View computer simulations, videos or charts and study: Analyzing Appreciating
2.1: Understanding radioactive substances a) radioactive substances, the contribution
- state what radioactive substances are b) radioactive radiations, Comparing and contrasting of science
 - give examples of radioactive substances c) radioisotopes. and technology
- describe the process of radioactive decay Relating
- name the three types of radioactive radiations - Discuss the following:
- describe the characteristics of each type of radioactive radiations
a) radioactive substances, Predicting Being responsible of
- compare and contrast radioactive radiations b) radioisotopes of carbon, cobalt and iodine, the responsibility of
- explain what radioisotopes are Visualizing oneself, others and
- give examples of radioisotopes c) the process of radioactive decay and the emission of alpha the environment
- explain the uses of radioactive substances particles, beta particles and gamma radiation. Synthesizing

- Carry out an activity to compare and contrast the characteristics Having critical and
of the three types of radioactive radiations i.e. alpha, beta analytical thinking
and gamma radiation in terms of:
a) type of particles,
b) charge,
c) penetrating powers.
Illustrate the similarities and differences in a graphic organiser.

- View computer simulations, videos or charts and discuss

the uses of radioactive substances in the following fields:
a) agriculture, b) medicine,
c) archaeology, d) industry,
e) food preservation.

- Access websites or visit Malaysian Institute of Nuclear

Technology (MINT) to collect information on radioactive
substances and nuclear energy.

2.2: Understanding the production of nuclear energy and its uses- View computer simulations, videos and charts and discuss
- describe the production of nuclear energy through fission the production of nuclear energy through the following: Relating Being responsible of
- describe the production of nuclear energy through fusion a) fission, b) fusion. the responsibility of
- state the uses of nuclear energy Synthesizing oneself, others and
- describe the process of generating electricity from nuclear energy
- Discuss the process of generating electricity from the environment
- explain the effects of nuclear energy production nuclear energy. Analyzing

- Read articles and do a group presentation on the following: Having critical and
a) the uses of nuclear energy, analytical thinking
b) the effects of nuclear energy production.
W30
(26th - 30th) 2.3: Awareness of the need for proper handling of - Read articles, view videos or charts and discuss
radioactive substances the following: Relating Being responsible of
- state the effects of radioactive radiations on living things a) Chernobyl nuclear disaster and other nuclear disasters, the responsibility of
- describe the correct way of handling radioactive b) handling of radioactive substances and radioactive waste Synthesizing oneself, others and
substances and radioactive waste the environment
- explain the need for proper handling in radioactive - Discuss the following: Analyzing
substances and radioactive waste (i) the short term and long term effects of radioactive
substances on living things, Having critical and
(ii) the need for proper handling of radioactive substances analytical thinking
and radioactive waste.
 - Debate on the need to have nuclear power stations.

THEME : ENERGY IN LIFE

Learning Area : 3. Light, Colour, Sight - Carry out activities to observe the following: Analyzing Being honest and
3.1: Synthesizing the formation of image by plane mirrors and lensesa) Images formed by a plane mirror, accurate in recording
- state the characteristics of images formed by a plane mirror b) Images formed by convex and concave lenses. Relating and validating data
- state the characteristics of images formed by a convex lens
- state the characteristics of images formed by a concave lens
- Carry out an activity to compare and contrast images Visualizing Appreciating
- compare and contrast images of distant objects formed by convex
of distant objects formed by convex lenses and concave lenses. the contribution
lenses and concave lenses Illustrate the similarities and differences in a graphic organiser. of science
- draw a labelled ray diagram to show the formation of and technology
image by light rays passing through a convex lens - Use computer simulations,videos or charts to demonstrate
- draw a labelled ray diagram to show the formation of the construction of ray diagrams.
image by light rays passing through a concave lens
- draw a labelled ray diagram to explain how characteristics - Draw ray diagrams for light passing through:
of images formed by convex lenses vary with object distancea) convex lens with objects located at various distances,
- determine the focal length of a convex lens b) concave lens.

- Label the following on the ray diagrams:

a) principal axis,
b) optical centre,
c) focal point,
d) focal length,
e) object distance,
f) image distance.

- Discuss how characteristics of images formed by convex

lenses vary with object distance,

- Plan and carry out an activity to determine the focal

length of a convex lens.

August 3.2: Synthesizing the formation of image by optical instruments - Investigate the image formed in a camera using a
W31 - identify the parts of optical instruments involved in image formation
pin-hole camera with and without lens.
(2nd - 6th) - draw ray diagrams for light rays passing through an Relating Appreciating
optical instrument - Construct a simple periscope and telescope. Discuss the the contribution
- compare and contrast the mechanisms in focusing and formation of image by these optical. Visualizing of science
controlling the amount of light that enters and technology
human eyes and a camera - Use computer simulations to demonstrate construction of ray Synthesizing
- explain the structure and function of various parts diagrams for the light rays passing through the eye and optical
of the eye using a camera as an analogy instruments.

- Based on the simulations, draw and label ray diagrams to show

the formation of images in the following optical instruments:
a) camera,
b) periscope,
c) telescope.
 d) eye

- Discuss the similarities and differences between camera and

eye in terms of focusing and controlling the amount of light.

- Examine a model camera and relate its structure and

functions to those of the eyes.

3.3: Analyzing light dispersion - Carry out activities to investigate the following :
- state what light dispersion is a) light dispersion using a prism, Relating Appreciating
- explain through examples how dispersion of light occurs b) rainbow formation. the contribution
Visualizing of science
- Discuss what light dispersion is. and technology
Synthesizing
- Use computer simulations to demonstrate light dispersion.

- Draw a labelled diagram to show dispersion of light.

- Discuss light dispersion in a phenomenon, such as the

formation of rainbow.

3.4: Analyzing light scattering - Carry out an activity to study light scattering and its effects.
- state what light scattering is Relating Appreciating
- give examples of phenomena related to light scattering - Use computer simulations to demonstrate the process of light the contribution
- explain through example how scattering of light occurs scattering. Visualizing of science
in natural phenomena and technology
- Discuss light scattering in phenomena such as blue skies Synthesizing
and red sunset.

W32 3.5: Analyzing the addition and subtraction of coloured light - Carry out an activity to introduce primary and secondary
(9th - 13th) - identify primary and secondary colours colours. Relating Appreciating
- explain how addition of primary colours produces the contribution
secondary colours - Carry out activities to: Visualizing of science
- explain the subtraction of colours by coloured filters a) investigate the addition of primary colours to form and technology
secondary colours, Synthesizing
b) investigate the effects of primary and secondary
coloured filters on white and coloured light. Predicitng

- Use computer simulations to demonstrate the addition and

subtraction of coloured lights.

- Discuss the following:

a) how secondary colours are obtained from the addition of
primary colours,
b) subtraction of coloured lights by coloured filters.

3.6: Applying the principle of subtraction of coloured light to - Carry out activities to observe and study the colour of objects
explain the appearance of coloured objects under white and coloured lights. Relating Appreciating
 - explain subtraction of coloured lights by coloured objects the contribution
- explain the appearance of coloured objects under white light
- View computer simulations and discuss the subtraction Visualizing of science
- explain the appearance of coloured objects under coloured lights
of coloured lights by coloured objects. and technology
- state the function of rod and cone cells in the eye Synthesizing
- Discuss the following:
a) functions of rod and cone cells, Predicitng
b) the appearance of coloured objects under white and
coloured lig

W33 3.7: Analyzing the effect of mixing pigments - Carry out activities to observe and study pigment and the Relating
(16th - 20th) - state what pigment is effect of mixing pigments. Appreciating
- list the uses of pigments Visualizing the contribution
- compare and contrast the mixing of pigments with - View computer simulations and discuss the mixing of pigments of science
the addition of coloured lights and the effects of pigments on light. Synthesizing and technology
- explain through examples the effects of pigments on light
- make conclusions about the mixing of pigments - Carry out an activity to compare and contrast the mixing of Predicitng
pigments with the addition of coloured lights. Illustrate the
similarities and differences in a graphic organiser.

- Based on the above activities make conclusions about the

mixing of pigments and discuss the uses of pigments.

3.8: Evaluating the importance of colour in daily life - View computer simulations or videos to gather information and
- list the uses of colour in daily life discuss the following: Visualizing Appreciating
- state with examples the importance of colour to living thingsa) the uses of colour in printing, electrical wiring, traffic lights, the contribution
- justify the importance of colour to living things symbols and signals, Synthesizing of science
b) the importance of colour to humans, animals and plants. and technology

- Discuss what life is like without colour.

3.9: Appreciating the benefits of various types of optical
instruments to mankind
- relate the inventions of various types of optical
instruments to their contributions to mankind
- Discuss the advantages of having various kinds of optical
instruments such as: Visualizing
a) to overcome the limitation of the sense of sight,
b) extending the capability or power of vision, Synthesizing
c) increasing human knowledge and understanding
about nature

W34 THEME : TECHONOLOGICAL AND INDUSTRIAL

(23rd - 27th) DEVELOPMENT IN SOCIETY
Learning Area : 1. Chemicals in Industry - Examine things made of alloys and discuss their composition, Analyzing Appreciating
1.1: Understanding the properties of alloys and their uses in industry
properties and uses. the contribution
- state what an alloy is Relating of science
- give example of alloys - Collect and interpret data on the following: and technology
- explain how the formation of alloy can change the a) what an alloy is, Attributing
properties of metals b) examples of alloys,
- relate the changes in the properties of metals when they arec) composition, properties and the uses of various alloys
converted to alloys to the arrangment of particles in the alloysincluding steel, pewter, bronze, brass and duralumin.
- relate the properties of alloys to their uses in daily life
 - describe the importance of alloys in industry
- state what superconductors alloys are
1.2: Analyzing the production and uses of ammonia in industry - Collect and study product labels to identify the ammonium
- list the uses of ammonia and its compounds in daily life
- describe how ammonia is produced in industry
- state the factors which affect the production of ammonia in-industry
- state the industral uses of ammonia
- describe how ammonia is used to produce
ammonium salt fertilisers and urea
September 1.3: Analyzing the effects of industrial waste disposal
W35 on the environment
(30th August - 3rd) - identify manufacturing activities which are sources of pollution
- explain the effects of improper industrial waste disposal
- relate the effects of improper industrial waste
disposal to the survival of living things
- state with examples the methods of controlling
industrial waste disposal to avoid pollution
1.4: Realizing the need for preservation and conservation of the - View videos or computer simulations on industrial waste
environment from industrial waste pollution for the well
- View videos or computer simulations and discuss:
a) how formation of alloys can change the properties of
metals, such as to increase hardness, prevent corrosion
and improve appearance,
b) what superconductor alloys are.
- Discuss the importance of alloys in industry.
compounds present. Analyzing Appreciating
the contribution
Discuss the uses of ammonia and its compounds in the Relating of science
making of substances such as fertilisers, nitric acid, colouring, and technology
cleaning agents and explosives. Attributing
- View videos or computer simulations to gather and interpret
data on the following:
a) the process of producing ammonia in industry,
b) factors which affect the optimum production of
ammonia such as temperature, pressure and catalysts.
- Draw a flow chart to show the production of ammonia.
- Collect and interpret data on the large scale uses of ammonia in
industry such as manufacturing fertilisers and nitric acid.
- Carry out an activity to prepare ammonium fertiliser such as
ammonium sulphate, ammonium nitrate and ammonium phosphate.
- View videos or computer simulations to gather and interpret
data on environmental pollution arising from: Analyzing Being responsible of
a) burning of fossil fuels, the responsibility of
b) disposal of industrial waste such as toxic substances from Relating oneself, others and
the chemical industry, radioactive waste, oil palm and the environment
rubber waste from the agricultural industry, Attributing
c) effects of improper industrial waste disposal on the
environment,
d) methods of controlling industrial waste disposal to avoid
environmental pollution.
- Discuss and relate the effects of improper disposal of industrial
waste to the survival of living things.
- Select an industry and do a presentation on how wastes are
managed in the industry.
pollution and its effects on environment. Analyzing Being responsible of
 being of mankind the responsibility of
- describe the consequences of uncontrolled and haphazard - Discuss: Synthesizing oneself, others and
disposal of industrial waste a) consequences of uncontrolled and haphazard the environment
- explain the importance of practising responsible disposal of industrial waste, Attributing
way of disposing industrial waste b) the need to treat industrial pollution seriously in order to
preserve and conserve the environment,
c) the importance of practising responsible way of disposing
industrial waste.
W36
(6th - 10th) MID SEMESTER BREAK

W37
(13th - 17th) REVISION

W38
(20th - 24th) REVISION

W39
(27th - 1st Oct) REVISION

October
W40 REVISION
(4th - 8th)

W41
(11th - 15th) SECOND SEMESTER EXAM

W42
(18th - 22nd) SECOND SEMESTER EXAM

W43
(25th - 29th) CLASS MANAGEMENT

November
W44 CLASS MANAGEMENT
(1st - 5th)

W45
(8th - 12th) CLASS MANAGEMENT

W46
(15th - 19th) CLASS MANAGEMENT

YEAR END SCHOOL BREAK

Prepared by, Verified by,

__________________________________________ _________________________________________
(DEBBIE CLEMENT) (JANNIE A. ROMAN)
Head of Science Panel 2010, Head of Science and Mathematics Department 2010,
SMK Tun Fuad Stephens, Kiulu. SMK Tun Fuad Stephens, Kiulu.
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ful to God
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recording
recording