RANCANGAN PENGAJARAN TAHUNAN SAINS TINGKATAN 1 2017

SMK (P) SRI AMAN

Week / Date

1
(03/1 06/1)

Content Standard
Theme 1: Scientific
methodology

Learning content

Students will be able to:

PS 1 Recall the knowledge and science skills on the
definition of science, science laboratory, physical
quantities and units, the use of measuring instruments,
density and steps in scientific investigation.

Discuss daily activities that lead to the definition of

science

1.1.2
generalise the meaning of
Science.

PS 2: Understand the definition of science, science

laboratory, physical quantities and units, the use of
measuring instruments, density and steps in scientific
investigation and able to explain their understanding..

Science as a discipline that involves systematic

observation and experiments on natural phenimena

1.1.3
summarise the importance of
science in everyday life.

PS 3: Apply the definition of science, science laboratory,

physical quantities and units, the use of
measuring instruments, density and steps in scientific
investigation to accomplish simple task.

1.1.4 describe the fields of

Science.

PS 4: Analyse the entire scientific investigation process

conducted to determine the steps that can
be improved, on the definition of science, science
laboratory, physical quantities and units, the
use of measuring instruments, density and steps in
scientific investigation in context of
problem solving about events or natural phenomena.

1.1.1
1. Introduction to
relate daily activities to
scientific investigation Science.
1.1
Science is a part
of daily life

Experiment / Project /Activities / Mind map

Performance standard

1.1.5 communicate about careers

in Science.
1.1.6 relate subjects to be studied
with science careers of interest.
1.1.7
describe innovation in
technology.

Brainstorm ideas using concept maps such as iThink concerning:

The importance of science in understanding
ourselves and the environment to admire
Gods creation
Field of science and examples of field of
science such as zoology, astronomy,
microbiology, geology, physiology,
oceoabiography, forensics etc
Careers in the field of science subjects to
be learnt for a chosen career

PS 5: Evaluate the entire scientific investigation process

conducted to determine the steps that can
be improved, on the definition of science, science
laboratory, physical quantities and units, the
Group discussion and multimedia presentation
use of measuring instruments, density and steps in
scientific investigation in the context of
examples of innovation in technology to solve
problem solving and decision making to carry out a
problems in daily life
task.
PS 6: Design a presentation using multi media / visual / Mind
folio / poster / role play / drama; with
creative and innovative use of science knowledge and
skills of the definition of science,
science laboratory, physical quantities and units, the use
of measuring instruments, density
and steps in scientific investigation in the context of
problem solving and decision making;
with regards to the social values/ economy / culture of
the community.

map: Bubble map/ double bubble map

on

Week / Date

2
(9/1 13/1)

Content Standard

1.2
Your Science
laboratory

Learning content

Performance standard

1.2.1
identify and state functions of the
appararus

PS 1 Recall the knowledge and science skills on the

definition of science, science laboratory, physical
quantities and units, the use of measuring instruments,
density and steps in scientific investigation.

1.2.2
identify symbols and examples of
hazardous materials in the
laboratory.

PS 2: Understand the definition of science, science

laboratory, physical quantities and units, the use of
measuring instruments, density and steps in scientific
investigation and able to explain their understanding..

1.2.3 draw and label apparatus

commonly used in the laboratory
and classify based on how it is
used
1.2.4
justify the regulations and safety
measures in the laboratory.

Experiment / Project /Activities / Mind map

Carry out activities based on the following:

Apparatus commonly used in laboratories
Symbols and examples of hazardous materials in
the laboratory
Classification based on self reflected criteria and
the present the results in a group discussion

PS 3: Apply the definition of science, science laboratory,

physical quantities and units, the use of
measuring instruments, density and steps in scientific
Group
investigation to accomplish simple task.

PS 4: Analyse the entire scientific investigation process

conducted to determine the steps that can
be improved, on the definition of science, science
laboratory, physical quantities and units, the
use of measuring instruments, density and steps in
scientific investigation in context of
problem solving about events or natural phenomena.

discussion and presentation of the following:

Laboratory rules
Security measures
Measures to prevent fires
Action to be taken in the event of an accident in
the laboratory such as exposed/ingested
chemicals, cuts and inhaling toxic gas

PS 5: Evaluate the entire scientific investigation process Discuss and suggest the used of suitable apparatus in
conducted to determine the steps that can
carrying out an experiment, to save time and material
be improved, on the definition of science, science
laboratory, physical quantities and units, the
The importance of practicing caution and care to ensure
use of measuring instruments, density and steps in
ones safety and the safety of others should be
scientific investigation in the context of
problem solving and decision making to carry out a
emphasised
task.
PS 6: Design a presentation using multi media / visual /
folio / poster / role play / drama; with
creative and innovative use of science knowledge and
skills of the definition of science,
science laboratory, physical quantities and units, the use
of measuring instruments, density
and steps in scientific investigation in the context of
problem solving and decision making;
with regards to the social values/ economy /
culture of the community.

Mind map: Bubble map, flow map

Week / Date

3
(16/1 -20/1)

Content Standard

Learning content

Performance standard
PS 1 Recall the knowledge and science skills on the
definition of science, science laboratory, physical
quantities and units, the use of measuring instruments,
density and steps in scientific investigation.

1.3
1.3.1
Physical quantities and identify and use the correct units
their units
for different physical quantities.
1.3.2
identify the symbols and values of
prefixes use in measurement.
1.3.3
convert base quantity units for
mass, length and time such as
grams to kilograms, centimeters to
meters, seconds to hours and vice
versa.
1.3.4
justify the importance of the use
S.I. units in daily life.

PS 2: Understand the definition of science, science

laboratory, physical quantities and units, the use of
measuring instruments, density and steps in scientific
investigation and able to explain their understanding..

Experiment / Project /Activities / Mind map

Measure physical quantities of length, mass, time,

electric current and temperature. Take note of
values and units used in the specification and
labels of products.

Collect and interpret data about symbols and

values of symbols for prefixes of nano-, micro-,
PS 3: Apply the definition of science, science laboratory, mili_, centi_, kilo_, mega_, giga _.
physical quantities and units, the use of
measuring instruments, density and steps in scientific
investigation to accomplish simple task.

PS 4: Analyse the entire scientific investigation process

conducted to determine the steps that can
be improved, on the definition of science, science
laboratory, physical quantities and units, the
use of measuring instruments, density and steps in
of scientific investigation in context of
problem solving about events or natural phenomena.

Solve problems of conversion of base quantity

units.
Appreciate the effort of experts in creating S.I.
units (Systme International d'Units) to facilitate
international understanding.

PS 5: Evaluate the entire scientific investigation process Carry out a multimedia presentation to show the
conducted to determine the steps that can
implications of using inconsistent units in daily
be improved, on the definition of science, science
life.
laboratory, physical quantities and units, the
use of measuring instruments, density and steps in
scientific investigation in the context of
problem solving and decision making to carry out a
Mind map: Double bubble map, flow map
task.
PS 6: Design a presentation using multi media / visual /
folio / poster / role play / drama; with
creative and innovative use of science knowledge and
skills of the definition of science,
science laboratory, physical quantities and units, the use
of measuring instruments, density
and steps in scientific investigation in the context of
problem solving and decision making;
with regards to the social values/ economy /
culture of the community.

Week / Content Standard

Date

4
( 23/1
25/1)

1.4
The use of
measuring
instruments,
accuracy,
consistency,
sensitivity and
errors

Learning content

1.4.1 use the right measuring instrument and

use it in the right way, to measure accurately and
consistently the quantities of length, mass, time,
temperature and electric current.

Performance standard
PS 1 Recall the knowledge and science skills on the
definition of science, science laboratory, physical
quantities and units, the use of measuring instruments,
density and steps in scientific investigation.
PS 2: Understand the definition of science, science

laboratory, physical quantities and units, the use of

1.4.2 use measuring instruments with higher
measuring instruments, density and steps in scientific
accuracies and compare the measurements in terms of investigation and able to explain their understanding..
accuracy, consistency and sensitivity.
PS 3: Apply the definition of science, science
physical quantities and units, the use of
1.4.3 explain how to overcome systematic errors and laboratory,
measuring instruments, density and steps in scientific
random errors.
investigation to accomplish simple task.

Experiment / Project /Activities / Mind map

Carry out station activities using measuring

instruments such as rulers, measuring tapes,
thermometers, stopwatches, triple beam
balances, ammeters, voltmeters and measuring
cylinders. Emphasise the following:
taking readings several times to get an
accurate reading.
relate the smallest scale value on the
measuring device to the accuracy of
the readings.

1.4.4 estimate the length, area, mass or volume of an PS 4: Analyse the entire scientific investigation process Carry out activities using instruments such as a
conducted to determine the steps that can
object before taking actual measurements.
vernier calipers, micrometer screw gauges,
be improved, on the definition of science, science
laboratory, physical quantities and units, the
electronic balances, digital micrometer screw
1.4.5 explain with examples innovations of various use of measuring instruments, density and steps in
gauges, digital vernier calipers, digital
types of measuring instruments through a multimedia scientific investigation in context of
thermometer, clinical thermometer, digital
problem solving about events or natural phenomena.
presentation.
rangefinder.
PS 5: Evaluate the entire scientific investigation
process conducted to determine the steps that can
be improved, on the definition of science, science
laboratory, physical quantities and units, the
use of measuring instruments, density and steps in
scientific investigation in the context of
problem solving and decision making to carry out a
task.

Carry out activities to reduce systematic error

(eg: zero error) and random error (eg: parallax
error).
Carry out problem solving activities that involve

PS 6: Design a presentation using multi media / visual / the skill of making estimations and then compare
folio / poster / role play / drama; with
with actual measurements.
creative and innovative use of science knowledge and
skills of the definition of science,
Gather information and carry out multimedia
science laboratory, physical quantities and units, the use
presentations on innovations in measuring
of measuring instruments, density
and steps in scientific investigation in the context of
instruments.
problem solving and decision making;
with regards to the social values/ economy /
Mind map: tree map
culture of the community.

26/1
31/1

CUTI TAHUN BARU CINA

Week / Date

5
(1/2 3/2)

Content
Standard
1.5
Density

Learning content

1.5.1 arrange sequentially materials based on

density.
1.5.2 predict whether the materials will float
and sink according to density.
1.5.3 define operational definition of density.
1.5.4 calculate density using formula (density
= mass / volume) and water
displacement method.
1.5.5 explain the phenomena related to the
density difference in everyday life.
1.5.6 innovate objects, food or beverage
using the concept of density.

Performance standard
PS 1 Recall the knowledge and science skills on the
definition of science, science laboratory, physical
quantities and units, the use of measuring instruments,
density and steps in scientific investigation.
PS 2: Understand the definition of science, science
laboratory, physical quantities and units, the use of
measuring instruments, density and steps in scientific
investigation and able to explain their understanding..
PS 3: Apply the definition of science, science
laboratory, physical quantities and units, the use of
measuring instruments, density and steps in scientific
investigation to accomplish simple task.

Experiment / Project /Activities / Mind map

Conduct a scientific investigation of the

relationship between mass and density for a
variety of solids which have the same volume,
for example by using density cubes.
Solve problems by using formula of density.
Carry out an activity to determine the density of
irregular solids using water displacement
method.

Discuss the phenomena in everyday life that

involve differences in density and presents the
PS 4: Analyse the entire scientific investigation process results of discussions using multimedia.
conducted to determine the steps that can
be improved, on the definition of science, science
laboratory, physical quantities and units, the
use of measuring instruments, density and steps in
scientific investigation in context of
problem solving about events or natural phenomena.
PS 5: Evaluate the entire scientific investigation
process conducted to determine the steps that can
be improved, on the definition of science, science
laboratory, physical quantities and units, the
use of measuring instruments, density and steps in
scientific investigation in the context of
problem solving and decision making to carry out a
task.
PS 6: Design a presentation using multi media / visual /
folio / poster / role play / drama; with
creative and innovative use of science knowledge and
skills of the definition of science,
science laboratory, physical quantities and units, the use
of measuring instruments, density
and steps in scientific investigation in the context of
problem solving and decision making;
with regards to the social values/ economy /
culture of the community.

Entrepreneurial element can be applied and

practiced in this activity.
Project : Building materials using density
concept
Mind map: flow map

Week / Date

Content Standard

1.6
6
Steps in scientific
(6/2 10/2) investigation

Learning content

Performance standard

Experiment / Project /Activities / Mind map

1.6.1 differentiate each science process

skills.

PS 1 Recall the knowledge and science skills on the

definition of science, science laboratory, physical
quantities and units, the use of measuring instruments,
density and steps in scientific investigation.

Teachers are recommended to use station

method of the twelve science process skills.

1.6.2 make a sequence on the steps of

carrying out a scientific investigation in
the correct order.

PS 2: Understand the definition of science, science

laboratory, physical quantities and units, the use of
measuring instruments, density and steps in scientific
investigation and able to explain their understanding..

1.6.3 conduct a scientific investigation to

solve a simple problem.

PS 3: Apply the definition of science, science

laboratory, physical quantities and units, the use of
measuring instruments, density and steps in scientific
investigation to accomplish simple task.

Design and conduct an experiment for each

group to explain the steps and the scientific
method, namely:
1. Identify a problem that could be tested by a
scientific investigation
2. Construct hypothesis
3. Outline how variable are manipulated and the
method of collecting data
4. Design and conduct scientific investigations
5. Present the data collected
6. Interpreting data and results with scientific
reasoning
7. Make a conclusion and present a report.

PS 4: Analyse the entire scientific investigation process

conducted to determine the steps that can
be improved, on the definition of science, science
laboratory, physical quantities and units, the
use of measuring instruments, density and steps in
scientific investigation in context of
problem solving about events or natural phenomena.
PS 5: Evaluate the entire scientific investigation
process conducted to determine the steps that can
be improved, on the definition of science, science
laboratory, physical quantities and units, the
use of measuring instruments, density and steps in
scientific investigation in the context of
problem solving and decision making to carry out a
task.

1.7
Scientific attidtude and
values in scientific
investigation

1.7.1 support scientific attitudes and

values practiced by scientists.
1.7.2 justify the need to practice scientific
attitudes and values when carrying out
an investigation.
1.7.3 practice scientific attitudes and
values while carrying out a scientific
investigation.

PS 6: Design a presentation using multi media / visual /

folio / poster / role play / drama; with
creative and innovative use of science knowledge and
skills of the definition of science,
science laboratory, physical quantities and units, the use
of measuring instruments, density
Discussion on the importance of:
and steps in scientific investigation in the context of
problem solving and decision making;
scientific attitudes and values
with regards to the social values/ economy / culture practising scientific attitudes
of the community.

Mind map: Flow map

Week / Date

7
( 13/2
17/2)

Content Standard

Learning content

Theme 2: Maintenance and

2.1.1
continuity of life
explain that living things are made up of
cells that carry out lifes functions and
2: Cell as the basic unit of
undergo cell division.
life
2.1
Cell structure,
function and
organisation

Performance standard

Experiment / Project /Activities / Mind map

PS 1: Recall the knowledge and science skills on Show cell division using various forms of
cell as the basic unit of life / coordination /
multimedia presentation (Need not introduce
response /
mitosis or meiosis).
reproduction

The formation of cancerous cells is discussed.

PS 2: Understand cell as the basic unit of life /

2.1.2
coordination / response / reproduction and able to Carry out a scientific investigation on animal
demonstrate the preparation of slides of explain their understanding.
cells and plant cells using a microscope.
animal cells and plant cells using the
PS 3: Apply knowledge of cell as the basic unit Draw and label animal cells and plant cells
correct procedures.
of life / coordination / response / reproduction to observed under the microscope.
accomplish simple task.
2.1.3
communicate about each structures in
The structure of animal cells consists of the cell
PS 4: Analyse knowledge of cell as the basic unit
cells with their functions as well as
membrane, cytoplasm, nucleus and mitochondria
of life / coordination / response / reproduction in
compare and contrast animal cells with context of problem solving about events or
whereas plant cell comprise of nucleus, cell wall,
plant cells.
cell membrane, mitochondria, chloroplasts and
natural phenomena.
vacuole.
2.1.4
[nucleus contains chromosomes made up of
PS 5: Evaluate knowledge of cell as the basic
explain with examples the characteristics unit of life / coordination / response /
deoxyribonucleic acid (DNA) which carries
reproduction in
of unicellular and multicellular
genetic information].
the context of problem solving and decision
organisms for animal cells and plant
making to carry out a task.
cells.
Presentation using thinking maps on the
characteristic of unicellular and multicellular
PS 6: Design a presentation using multi media /
2.1.5
organisms.
visual / folio / poster / role play / drama; with
differentiate the types and functions of creative and innovative use of science knowledge
animal cells and plant cells.
The various types of human cells - nerve cells,
and skills of the cell as the basic unit of life /
epithelium cells, muscle cells, reproductive cells ,
coordination / response / reproduction; in the
blood cells.
context of problem solving and decision
making; with regards to the social values/
The various types of plant cells - cells palisade
economy / culture of the community.
leaves, guard cells, epidermal cells, capillary
rootscells.
Mind map: Flow map

Week / Date

Content Standard

8
(20/2 24/2)

Learning content

Performance standard

2.1.6
conceptualise the formation of a plant
and an animal with reference to the
sequence of cell organization:
cell -tissue organ- system organism.
2.1.7
appreciate and be amazed by the
existence of various organisms.

2.2
9
Cell respiration and
(27/2 3/3) photosynthesis
10
(6/3 10/3)

Experiment / Project /Activities / Mind map

PS 1: Recall the knowledge and science skills on The systems in human includes the nervous
cell as the basic unit of life / coordination /
system, digestive system, skeletal system,
response /
excretory system, respiratory system,
reproduction

reproductive system, lymphatic system,

circulatory system, muscular system, endocrine
PS 2: Understand cell as the basic unit of life /
coordination / response / reproduction and able to system and the integumentary system.
explain their understanding.

Multimedia presentation to appreciate how

PS 3: Apply knowledge of cell as the basic unit organisms are formed from basic unit of cells.
of life / coordination / response / reproduction to
accomplish simple task.

2.2.1
communicate about the process of
cellular respiration.
2.2.2
communicate about the process of
photosynthesis.
2.2.3
differentiate the process of cellular
respiration and photosynthesis.

PS 4: Analyse knowledge of cell as the basic unit

of life / coordination / response / reproduction in The process of cellular respiration needs oxygen
and glucose to produce energy, carbon dioxide
context of problem solving about events or
and water.
natural phenomena.
PS 5: Evaluate knowledge of cell as the basic
unit of life / coordination / response /
reproduction in
the context of problem solving and decision
making to carry out a task.

Carry out experiments to show photosynthesis

needs light energy, carbon dioxide, water and
chlorophyll to produce glucose and oxygen.

Relate how cellular respiration and

PS 6: Design a presentation using multi media / photosynthesis complement each other for the
benefits of life using multimedia presentations.
visual / folio / poster / role play / drama; with

2.2.4 explain how the process of cellular creative and innovative use of science knowledge
respiration and the process of
and skills of the cell as the basic unit of life /
photosynthesis complement each
coordination / response / reproduction; in the
context of problem solving and decision
other.
making; with regards to the social values/
economy / culture of the community.

Mind map: flow map, bubble map

13/3 17/3

UJIAN BULAN MAC

18/3 26/3

CUTI PERTENGAHAN PENGGAL 1

Week / Date

12
( 27/3
31/3 )
13
(3/4 7/4)

Content Standard

Learning content

Theme 2: Maintenance and

3.1.1
continuity of life
communicate about homeostasis.
3: Coordination and response
3.1.2
explain with examples the systems
3.1
involved with homeostasis in humans
Homeostasis in living
and animals
things
3.1.3
explain with examples the systems
involved in plant homeostasis.
3.1.4
appreciate the importance of
homeostasis in humans and living
things.

Performance standard

Experiment / Project /Activities / Mind map

Gather informations and carry out multimedia

PS 1: Recall the knowledge and science skills on presentations on how homeostasis regulates body
cell as the basic unit of life / coordination /
temperature and water in the human body.
response /
reproduction

Carry out activities to show how the biological

PS 2: Understand cell as the basic unit of life / actions respond to changes to stabilise the
coordination / response / reproduction and able to condition of the body such as:
sweating in the heat and shivering when
explain their understanding.
cold.
PS 3: Apply knowledge of cell as the basic unit
the heart rate increases when executing
of life / coordination / response / reproduction to
heavy tasks.
accomplish simple task.

PS 4: Analyse knowledge of cell as the basic unit Gather informations and make observations on
of life / coordination / response / reproduction in how transpiration regulates water in plants.
context of problem solving about events or
natural phenomena.
PS 5: Evaluate knowledge of cell as the basic
unit of life / coordination / response /
reproduction in
the context of problem solving and decision
making to carry out a task.
PS 6: Design a presentation using multi media /
visual / folio / poster / role play / drama; with
creative and innovative use of science knowledge
and skills of the cell as the basic unit of life /
coordination / response / reproduction; in the
context of problem solving and decision
making; with regards to the social
values/ economy / culture of the
community.

Carry out brainstorming session to discuss the

importance of homeostasis using various
multimedia presentations.

Mind map: Flow map, bubble map

Week / Date Content Standard

4: Reproduction
14
( 10/4
14/4 )

Learning content
4.1.1
compare and contrast sexual and
asexual reproduction in animals and
plants.

4.1
Sexual & asexual
4.1.2
reproduction
reason the importance of reproduction.
4.1.3 be grateful for the ability to reproduce
and the continuation of life as a gift
from God.

Performance standard

Experiment / Project /Activities / Mind map

PS 1: Recall the knowledge and science skills on Gather and interpret data or information about
cell as the basic unit of life / coordination /
sexual and asexual reproduction:
response /
methods of sexual reproduction
reproduction
PS 2: Understand cell as the basic unit of life /
coordination / response / reproduction and able to
explain their understanding.
PS 3: Apply knowledge of cell as the basic unit
of life / coordination / response / reproduction to
accomplish simple task.

internal fertilisation and external

fertilisation.
various types of asexual reproduction
binary fission, budding, spore
formation, vegetative, regeneration and
tissue culture.

Do a multimedia presentation to explain the

PS 4: Analyse knowledge of cell as the basic unit importance of reproduction and problems that will
of life / coordination / response / reproduction in arise if reproduction decreases for all living
things.
context of problem solving about events or
natural phenomena.

4.2
15
Human
(17/4 21/4) reproductive
system

4.2.1
identify the structures and function of
the male and female reproductive systems.
4.2.2
communicate about the physical changes that
occur during puberty.
4.2.3
compare and contrast the male gamete with the
female gamete in the reproductive system.

PS 5: Evaluate knowledge of cell as the basic

unit of life / coordination / response /
reproduction in
the context of problem solving and decision
making to carry out a task.

Mind map: Double bubble map

Carry out multimedia presentations to observe
and discuss the structures and function of the
male and female reproductive systems.

PS 6: Design a presentation using multi media / Discuss the physical changes and experiences
during puberty.
visual / folio / poster / role play / drama; with
creative and innovative use of science knowledge
and skills of the cell as the basic unit of life /
Use thinking maps to compare and contrast the
coordination / response / reproduction; in the
male gamete (sperm) and female gamete (ovum)
context of problem solving and decision
in terms of the structures and function.
making; with regards to the social
values/ economy / culture of the
community.

Mind map: double bubble map

Week / Date

Content Standard

4.3
Menstrual cycle

Learning content

Performance standard

Experiment / Project /Activities / Mind map

4.3.1
Integrate multimedia presentation and thinking
communicate about the menstrual cycle PS 1: Recall the knowledge and science skills on maps to explain:
cell as the basic unit of life / coordination /
and the sequence of changes in the
menstruation and menstrual cycle.
response /
uterus lining during menstruation.

relate the fertile phase with fertilisation.

reproduction
the importance of practicing good
4.3.2
personal hygiene during menstruation.
PS 2: Understand cell as the basic unit of life /
relate the fertile phase of the menstrual coordination / response / reproduction and able to
cycle to the process of fertilisation.
explain their understanding.
4.3.3 justify the importance of personal PS 3: Apply knowledge of cell as the basic unit
of life / coordination / response / reproduction to
hygiene during menstruation.
accomplish simple task.

PS 4: Analyse knowledge of cell as the basic unit

of life / coordination / response / reproduction in
Mind map: Bubble map
context of problem solving about events or
natural phenomena.

4.4
Fertilisation
16
and
(24/4 28/4) pregnancy

4.4.1
communicate about the process of
fertilisation and the implantation of
embryo.

PS 5: Evaluate knowledge of cell as the basic

unit of life / coordination / response /
reproduction in
the context of problem solving and decision
making to carry out a task.

Gather and share information about:

fertilisation process.
the implantation process of embryo.
the development of a zygote into an
embryo and subsequently into a foetus
PS 6: Design a presentation using multi media /
4.4.2
until birth.
justify the importance and functions of visual / folio / poster / role play / drama; with
creative
and
innovative
use
of
science
knowledge
placenta and umbilical cord.
and skills of the cell as the basic unit of life /
coordination / response / reproduction; in the
4.4.3
context of problem solving and decision
describe the development of a zygote
making; with regards to the social
into an embryo and subsequently into a values/ economy / culture of the
foetus during pregnancy until birth.
community.

.mind map: Double bubble map

Week / Date

17
(1/5 5/5)

Content Standard

Learning content

Performance standard

Experiment / Project /Activities / Mind map

4.5.1 relate the importance of taking

nutritious food during pregnancy to the PS 1: Recall the knowledge and science skills on Share information from a nutritionist and to relate
cell as the basic unit of life / coordination /
health of both mother and foetus.
the cause and effect of taking healthy nutritious
response /
food during pregnancy.
reproduction
4.5.2
justify the importance of avoiding the
Solve problems of miscarriage or abnormality in
PS 2: Understand cell as the basic unit of life /
intake of harmful substances to the
coordination / response / reproduction and able to newborn babies that is commonly associated with
foetus.
unhealthy lifestyle of pregnant mothers such as
explain their understanding.
smoking, drugs abuse and alcohol.
4.5.3
PS 3: Apply knowledge of cell as the basic unit of
life / coordination / response / reproduction to
justify the benefits of breastfeeding
Gather, interprete information and carry out a
accomplish simple task.
multimedia presentation on the impact of
compared to formula milk on the
breastfeeding compared to baby formula milk in
infants development.
PS 4: Analyse knowledge of cell as the basic unit relation to the infants development.
of life / coordination / response / reproduction in
4.5.4 realise that every living creature context of problem solving about events or
Make decision whether to breastfeed or use
has a right to live even if its in the
natural phenomena.
formula milk.
womb.
PS 5: Evaluate knowledge of cell as the basic
unit of life / coordination / response /
reproduction in
the context of problem solving and decision
making to carry out a task.
PS 6: Design a presentation using multi media /
visual / folio / poster / role play / drama; with
creative and innovative use of science knowledge
and skills of the cell as the basic unit of life /
coordination / response / reproduction; in the
context of problem solving and decision
making; with regards to the social values/
economy / culture of the community.

Mind map: circle map

4.6
Infertility and
pregnancy
prevention

4.6.1
communicate the meaning of infertility
and how to overcome them.
4.6.2
differrentiate methods of contraception.

Methods to overcome infertility - hormone

treatment , surgery and in-vitro.
Methods of contraception for married couples contraceptive pills, implants, condoms and
contraceptive devices in the uterus
(Intrauterine Contraceptive Device, IUCD).

4.6.3
realise the importance of practicing
frequent health screening and to get
immediate treatment for problems
related to reproductive system.
4.6.4
criticise the abuse of knowledge on
contraception methods and its effect to
society.

Debate on the abuse of knowledge

regarding birth control methods and their
effect to society.

Mind map: Circle map, bubble map

18 - 19
(8/5 19 /5)

PEPERIKSAAN PERTENGAHAN TAHUN

Week / Date

20
(22/5 26/5)

Content Standard

4.7
Plant reproduction

Learning content
4.7.1
communicate about the structure and
function of each part of a flower.
4.7.2
justify the pollination process.

Performance standard

Experiment / Project /Activities / Mind map

PS 1: Recall the knowledge and science skills on

cell as the basic unit of life / coordination /
Dissect different type of flowers to identify the
response /
structure with its function which include:
reproduction

petal and sepal.

male part of the flower - stamen which consist
PS 2: Understand cell as the basic unit of life /
coordination / response / reproduction and able to of filament, anther and pollen.
the female part of the flower - pistil which
explain their understanding.
consists of stigma, style and ovary.

4.7.3
describe the process of fertilisation and PS 3: Apply knowledge of cell as the basic unit
explain the formation of seeds and fruits of life / coordination / response / reproduction to Gather, interpret data and share relevant
accomplish simple task.
in plants.
information on the following:
pollination process .
PS 4: Analyse knowledge of cell as the basic unit self -pollination and cross-pollination .
of life / coordination / response / reproduction in
the advantages of cross- pollination .
context of problem solving about events or
the application of cross- pollination in
natural phenomena.
agriculture.
PS 5: Evaluate knowledge of cell as the basic
unit of life / coordination / response /
reproduction in
the context of problem solving and decision
making to carry out a task.

Discuss and carry out multimedia presentation on

the process of fertilisation in plants and the
formation of fruits and seeds.

PS 6: Design a presentation using multi media /

visual / folio / poster / role play / drama; with
creative and innovative use of science knowledge
Mind map: flow map
and skills of the cell as the basic unit of life /
coordination / response / reproduction; in the
context of problem solving and decision
making; with regards to the social values/
economy / culture of the community.

Week / Date

Content Standard

Learning content

4.7.4
describe the germination process
of a seed.

Performance standard

Experiment / Project /Activities / Mind map

PS 1: Recall the knowledge and science skills on cell as

Conduct an experiment to determine the required
the basic unit of life / coordination / response /
conditions for the germination of seeds .
reproduction
PS 2: Understand cell as the basic unit of life /

Collect and interpret data on the following:

functions of the different parts of a seed.
physical changes to the seed during germination
in terms of the growth of the radicle, the plumule
PS 3: Apply knowledge of cell as the basic unit of life /
and the cotyledon.
coordination / response / reproduction to

4.7.5
coordination / response / reproduction and able to
solve problems if germination does explain their understanding.
not occur
accomplish simple task.

PS 4: Analyse knowledge of cell as the basic unit of

life / coordination / response / reproduction in
context of problem solving about events or natural
phenomena.
PS 5: Evaluate knowledge of cell as the basic unit of
life / coordination / response / reproduction in
the context of problem solving and decision making to
carry out a task.
PS 6: Design a presentation using multi media / visual /
folio / poster / role play / drama; with
creative and innovative use of science knowledge and
skills of the cell as the basic unit of life /
coordination / response / reproduction; in the context of
problem solving and decision
making; with regards to the social values/ economy /
culture of the community.

Mind map: Flow map, bubble map, bridge map

Week / Date

Content Standard

Learning content

Theme 3: Exploration of Students will be able to:

Elements in Nature
21
5.1.1
(12/6 16/6) 5: Matter
state that almost everything that
exists in nature is matter.
5.1
5.1.2
Matter in nature
prove that living things and nonliving
things have mass and occupy space.

Performance standard

Carry out activities and create a multimedia

PS 1: Recall the knowledge and science skills on presentation to show that living things and nonmatter / the periodic table / air.
living things have mass and occupy space.
PS2: Understand of matter / the periodic table /
Carry out activities to differentiate:
air and able to explain their understanding.

PS3: Apply knowledge of matter / the periodic

table / air to explain natural phenomena to
accomplish simple task.

5.1.3
differentiate the physical properties and
PS4: Analyse knowledge of matter / the periodic
chemical properties of matter.
5.1.4
classify materials by the different
characteristics.

22
(19/6 23/6)

5.2
Three states of matter

5.2.1
generalise that matter consists of
particles.
5.2.2 compare and contrast three states
of matter based on the kinetic theory in
terms of the arrangement and movement
of particles.

Experiment / Project /Activities / Mind map

physical properties of matter such as

boiling point and melting point,
solubility, heat conductivity.
chemical properties of matter such as
rusting and flammability.

table / air in context of problem solving about

Carry out activities to classify materials by
events or natural phenomena.

density, melting point, boiling point and solubility.

PS5: Evaluate matter / the periodic table / air in

the context of problem solving and decision
Mind map: Double bubble map
making to carry out a task.
PS6: Design a presentation using multi media /
visual / folio / poster / role play / drama; with
creative and innovative use of science knowledge
and skills of matter / the periodic table / air
in the context of problem solving and decision
making; with regards to the social
values/ economy / culture of the community. Carry out simulations to conceptualise that matter

is made up of small and discrete particles.

Carry out visual presentations about the three

states of matter in terms of the arrangement and
movement of particles and relation to the physical
properties of solids, liquids and gas (volume,
shape, density and compressibility).

Week / Date

Content Standard

Learning content

Performance standard

Experiment / Project /Activities / Mind map

5.2.3 use space-time relationships to compare

Carry out experiments to determine the rate of
PS 1: Recall the knowledge and science skills on diffusion, example copper(ll) sulphate in two
rate of diffusion in three states of matter.
matter / the periodic table / air.
states of matter (solid and liquid).
5.2.4 describe the change in state of matter, in
terms of movement of particles caused by the PS2: Understand of matter / the periodic table / Use a diagram or a concept map to illustrate
air and able to explain their understanding.
absorption and the release of
boiling, evaporation, condensation, freezing,
heat, based on kinetic theory.
PS3: Apply knowledge of matter / the periodic melting, and sublimation.
table / air to explain natural phenomena to

5.2.5 conclude that temperature remains

Carry out an experiment to investigate that
accomplish simple task.
constant during melting / freezing and boiling
temperature of water remains constant during
and expansion by heat
PS4: Analyse knowledge of matter / the periodic melting and boiling. Plot and interpret graphs to
table / air in context of problem solving about show that:
events or natural phenomena.
5.2.6
Temperature remains constant during the
conclude that the mass remains constant
melting and the boiling of water.
PS5: Evaluate matter / the periodic table / air in
during physical changes.

Mass remains unchanged during;

the context of problem solving and decision
physical transformation, ie changes in
making to carry out a task.
5.2.7
state of matter; dissolving solid in a
explain with examples the changes of the
PS6: Design a presentation using multi media /
liquid;
state of matter in daily life
visual / folio / poster / role play / drama; with
creative and innovative use of science knowledge Create a multimedia presentation about the change
and skills of matter / the periodic table / air
of state of matter in daily life
in the context of problem solving and decision
making; with regards to the social
values/ economy / culture of the community.

Mind map: Flow map

23
(24/6 2/7)

CUTI HARI RAYA AIDILFITRI

Week / Date

Content Standard

6: Periodic table
24
( 3/7 7/7 )

Learning content
6.1.1
conclude that all matter consists of
atoms.

6.1
Classification of elements 6.1.2
differentiate between atoms and
molecules as well as elements and
compounds.

Performance standard

Experiment / Project /Activities / Mind map

Discuss by using multimedia to explain:

all matter consists of atoms
atomic structure
sub-atomic particles (electron, proton
PS2: Understand of matter / the periodic table /
and neutron)
air and able to explain their understanding.
the difference between atoms and
PS3: Apply knowledge of matter / the periodic
molecules
table / air to explain natural phenomena to
the difference between elements and
accomplish simple task.
compounds
PS 1: Recall the knowledge and science skills on
matter / the periodic table / air.

6.1.3
identify the position of metal, nonmetal PS4: Analyse knowledge of matter / the periodic
table / air in context of problem solving about By referring to the periodic table, discuss the
and inert gases in the periodic table.
position of metals, non-metals and inert gases.
events or natural phenomena.
Carry out activities to differentiate the
6.1.4 differentiate the characteristics of
PS5: Evaluate matter / the periodic table / air in characteristics of metal and non-metal:
metals and non-metals.
the context of problem solving and decision
shiny surfaces
making to carry out a task.
ductility
6.1.5 appreciate the order of elements
that exist in nature that has allowed
malleable
PS6: Design a presentation using multi media /
people to organize them in the form of a visual / folio / poster / role play / drama; with
electrical and heat conductivity
table.
creative and innovative use of science
boiling point and melting point

knowledge and skills of matter / the periodic

table / air
in the context of problem solving and decision Encourage creative writing and presentation in
various media.
making; with regards to the social
values/ economy / culture of the community.

Mind map: Double bubble map

Week / Date

25

Content Standard

6.2
Mixture

Learning content
6.2.1
communicate about examples of
mixtures in daily life

Experiment / Project /Activities / Mind map

PS 1: Recall the knowledge and science skills on Conduct activities to separate a mixture using
matter / the periodic table / air.
various methods such as filtration, distillation,

separation by using magnets, sedimentation,

6.2.2 solve problem of separating

mixtures through activities based
on the different characteristics of
material and physical methods

(10/7 14/7)

Performance standard

PS2: Understand of matter / the periodic table / flotation and chromatography.

air and able to explain their understanding.
PS3: Apply knowledge of matter / the periodic
table / air to explain natural phenomena to
accomplish simple task.

Mind map: Flow map

PS4: Analyse knowledge of matter / the periodic

6.3
Compound

6.3.1
table / air in context of problem solving about Use various forms of multimedia to illustrate the
communicate about compounds in daily life. events or natural phenomena.
used of compounds in daily life.
6.3.2
demonstrate the formation of compounds
between metal and non-metal.

PS5: Evaluate matter / the periodic table / air in Carry out activities of heating metal and nonthe context of problem solving and decision
metal to produce a compound.
making to carry out a task.

6.3.3
conclude that mass is conserved during
chemical change.

PS6: Design a presentation using multi media /

visual / folio / poster / role play / drama; with
creative and innovative use of science knowledge
and skills of matter / the periodic table / air
in the context of problem solving and decision
making; with regards to the social
values/ economy / culture of the community.

6.3.4
separate compounds through chemical
methods.
6.3.5
differentiate between chemical change and
physical change.
6.3.6 differentiate between mixtures and
compounds.

Conclude and record that:

mass is conserved during chemical
change.
compound can be separated through
chemical method.
differences in physical changes and
chemical changes
during the formation of compounds.
Create and carry out a multimedia presentation
on the similarities and differences between
mixtures and compounds.

Week / Date

26
(17/7 21/7)

Content Standard

7: Air
7.1 Air composition

Learning content

Performance standard

Experiment / Project /Activities / Mind map

7.1.1plan ways to determine and record PS 1: Recall the knowledge and science skills on Carry out activities to determine the percentage
matter / the periodic table / air.
the composition of air.
of oxygen in air
7.1.2 synthesise the composition of air
from a pie chart

PS2: Understand of matter / the periodic table /

air and able to explain their understanding.
PS3: Apply knowledge of matter / the periodic
table / air to explain natural phenomena to
accomplish simple task.

Interpret a pie chart on the composition of the

air tp reaise that air is a mixture

Interpret and share information on daily life

regarding :
PS4: Analyse knowledge of matter / the periodic
the importance of oxygen, nitrogen,
table / air in context of problem solving about
carbon dioxide gases and inert gases
events or natural phenomena.
the oxygen cycle and the carbon cycle
7.1.4
appreciate the carbon cycle and the PS5: Evaluate matter / the periodic table / air in
how the carbon cycle and the oxygen
the context of problem solving and decision
oxygen cycle in maintaining the
cycle maintains the percentage of gases
making to carry out a task.
in the atmosphere
composition of gases in the air.
7.1.3

justify the importance of oxygen,

nitrogen
carbon dioxide and inert gases in
daily

PS6: Design a presentation using multi media /

visual / folio / poster / role play / drama; with
7.1.5solve problems when there is/are creative and innovative use of science knowledge The effects of the increase of carbon dioxide
interferences to the oxygen and the and skills of matter / the periodic table / air
emission to life and the environment
in the context of problem solving and decision
carbon cycle.
making; with regards to the social
Mind map: flow map, bridge map
values/ economy / culture of the
community.

27

7.2 Combustion

7.2.1

Conclude about the conditions

needed for combustion

Carry out activities to prove that oxygen, heat

and fuel are needed for combustion

7.2.2

Relate the conditions of

combustion with the principles
used in manufacture of fire
extinguishers

List materials used as fire extinguishers for

different sources of fire

7.2.3

Practice safety measures to

prevent the occurrence of fire
which can lead to the destruction
of life and property.

(24/7 28/7)

Provide materials such as posters to create

awareness among the school community about
the causes of fire and prevention measures

Week / Date

28
(31/7 4/8)

Content Standard

7.3
Air pollution

Learning content
7.3.1
define air pollution and air pollutants.

Performance standard

Experiment / Project /Activities / Mind map

PS 1: Recall the knowledge and science skills on Discuss and share ideas of air pollution such as
matter / the periodic table / air.
haze that frequently hit our country and the

7.3.2
sources that cause these pollutions.
communicate about air pollutants and the PS2: Understand of matter / the periodic table /
air and able to explain their understanding.
causes.
PS3: Apply knowledge of matter / the periodic Collect, interpret and share information about:
7.3.3
steps taken by authorities in controlling
table / air to explain natural phenomena to
justify steps to prevent and control air
accomplish simple task.
air pollution.
pollution.
adverse effects of air pollution on living
PS4: Analyse knowledge of matter / the periodic
things and the environment.
table / air in context of problem solving about
7.3.4 solve problems on the adverse
events or natural phenomena.
effects of air pollution.
PS5: Evaluate matter / the periodic table / air in
the context of problem solving and decision
making to carry out a task.
PS6: Design a presentation using multi media /
visual / folio / poster / role play / drama; with
creative and innovative use of science
knowledge and skills of matter / the periodic
table / air
in the context of problem solving and decision
making; with regards to the social
values/ economy / culture of the
community.

Mind map: Circle map

Week / Date

29

Content Standard
Theme 4: Energy &
sustainability of life

(7/8 11/8) 8: Lights and optic

8.1
Usage of mirrors

Learning content

Performance standard

Experiment / Project /Activities / Mind map

Students will be able to:

8.1.1
differentiate between a real image and
a virtual image.
8.1.2
Communicate about the characteristics
of image formed by a plane mirror,
concave mirror and convex mirror.

PS 1: Recall the knowledge and science skills Use the screen and plane mirror to show the
on mirrors / characteristic of light / reflection of difference between real images and virtual
light / refraction of light / dipersion of light /
images.
scattering of light / addition and substraction of
light.

PS 2: Understand mirrors / characteristic of

light / reflection of light / refraction of light /
dipersion of light / scattering of light / addition
and substraction of light and able to explain their
8.1.3 state that the object distance is equal understanding.

to the image distance in a plane mirror

PS 3: Apply mirrors / characteristic of light /

Carry out an activity to determine:

characteristics of the image formed when
the light incident on the plane mirror.
concave mirror (enlarge image) and
convex mirror (shrink image).
the object distance and image distance in
a plane mirror with a sketch diagram

reflection of light / refraction of light / dipersion

8.1.4
Discuss by using a multimedia presentation about
use the plane mirror to apply the concept of light / scattering of light / addition and
these application:
substraction of light through a simple task.
of reflection of light.
plane mirror
PS 4: Analyse knowledge of mirrors /
concave mirror
8.1.5
characteristic of light / reflection of light /
convex mirrors
justify the application of concave mirror refraction of light / dipersion of light / scattering
and convex mirror in daily life.
of light / addition and substraction of light in
context of problem solving about events or
Carry out an activity to designan optical
instruments eg. periscope or kaleidoscope.
8.1.6 construct an optical instruments to natural phenomena.
appreciate the use these of optical
PS 5: Evaluate mirrors / characteristic of light /
instruments to enhance the ability of
The use of mirrors such as:
reflection of light / refraction of light / dipersion
the human senses.
the side mirror and rear view mirror in
of light / scattering of light / addition and
the car.
substraction of light in the context of problem
8.1.7 solve problems in daily life
solving and decision making to carry out a task.
the plane mirror use by dentist during
involving the application of plane mirror,
treatment.
concave mirror and convex mirror.
PS 6: Design a presentation using multi media /
the convex mirror placed at the
visual / folio / poster / role play / drama; with
dangerous roads.
creative and innovative use of science
knowledge and skills of mirrors / characteristic
of light / reflection of light / refraction of light / Mind map: Flow map, bubble map
dipersion of light / scattering of light / addition
and substraction of light in the context of
problem solving and decision making; with
regards to the social values/ economy / culture
of the community.

Week / Date

30
(14/8 18/8)

Content Standard

8.2
Characteristics of light

8.3
Reflection of light

Learning content

8.2.1
communicate about the properties of
light.
8.3.1
state the characteristics of image
formed by a plane mirrors
8.3.2
communicate aboiut the Law of
Reflection.
8.3.3 draw ray diagrams to show the
reflection of light

Performance standard

Experiment / Project /Activities / Mind map

PS 1: Recall the knowledge and science skills on Properties such as the speed of light and natural
mirrors / characteristic of light / reflection of
phenomena (the formation of shadows, lightning
light / refraction of light / dipersion of light /
appearing before thunder, rainbows).
scattering of light / addition and substraction of
light.
PS 2: Understand mirrors / characteristic of
light / reflection of light / refraction of light /
Identify the characteristics of image formed by a
dipersion of light / scattering of light / addition
and substraction of light and able to explain their plane mirror and sketch the image observed
(vertical, lateral inversion, same size, same object
understanding.

distance with the image distance)

PS 3: Apply mirrors / characteristic of light /

reflection of light / refraction of light / dipersion Carry out an experiment to measure the angle of
of light / scattering of light / addition and
incidence, i and angle of reflection, r, using the
substraction of light through a simple task.
plane mirror and determine the relationship

between angle of incidence, i and angle of

PS 4: Analyse knowledge of mirrors /

reflection, r.
characteristic of light / reflection of light /
8.3.4 solve problems in daily life.with the refraction of light / dipersion of light / scattering
application of reflection of light.
Introducing The Law Of Reflection.
of light / addition and substraction of light in
context of problem solving about events or
Example on the use of the concept of reflection of
natural phenomena.
PS 5: Evaluate mirrors / characteristic of light /
reflection of light / refraction of light / dipersion
of light / scattering of light / addition and
substraction of light in the context of problem
solving and decision making to carry out a
task.

light:

Road sign board with reflectors so that it

can be seen at night.
Safety jackets with reflector strips for
construction site workers.
Triangle shaped emergency reflector for
cars that breakdown on the road.

PS 6: Design a presentation using multi media /

visual / folio / poster / role play / drama; with
creative and innovative use of science
Mind map: flow map
knowledge and skills of mirrors / characteristic
of light / reflection of light / refraction of light /
dipersion of light / scattering of light / addition
and substraction of light in the context of
problem solving and decision making; with
regards to the social values/ economy / culture
of the community.

Week / Date

31
(21/8 25/8)

Content Standard

8.4
Refraction of light

Learning content
8.4.1
generalisethat refraction occurs when
light moves through mdium of
different densities.
8.4.2 draw ray diagrams to show refraction
of light when light propagate from one
medium to another medium of different
densities.
8.4.3
generalise the relationship between the
angle of incidence, i and angle of
refraction, r, when light travels from a
medium of low density to a medium of
high density.
8.4.4 justify the applications of refraction of
light in daily life.

Performance standard

Experiment / Project /Activities / Mind map

Collect and interpret these information about the

following
Refraction of light
Natural phenomena such as the apparent
depth and real dept, straw seem bent in
water-filled glasses.
PS 2: Understand mirrors / characteristic
PS 1: Recall the knowledge and science
skills on mirrors / characteristic of light /
reflection of light / refraction of light /
dipersion of light / scattering of light /
addition and substraction of light.

of light / reflection of light / refraction of

light / dipersion of light / scattering of
Carry out activities to show that light refract
light / addition and substraction of light and away from the normal when light travels from a
able to explain their understanding.
dense medium to a less dense and bent toward
PS 3: Apply mirrors / characteristic of
light / reflection of light / refraction of
light / dipersion of light / scattering of
light / addition and substraction of light
through a simple task.

the normal when light travels from a medium of

low density to a mdium of high density

Carry out an experiment to study the relationship

between the angle of incidence, i and angle of
refraction, r, when light travels from a medium
PS 4: Analyse knowledge of mirrors /
of low density (air) to a medium of high density
characteristic of light / reflection of light / (glass block)

refraction of light / dipersion of light /

scattering of light / addition and
Conduct a library research and make the
substraction of light in context of problem
presentation of the phenomenon of refraction, for
solving about events or natural
example, twinkling stars, spoon appear to bend in
phenomena.

the water, bottom of a swimming pool looks

PS 5: Evaluate mirrors / characteristic of more shallow.
light / reflection of light / refraction of
light / dipersion of light / scattering of
light / addition and substraction of light in Mind map: Flow map, circle map
the context of problem solving and
decision making to carry out a task.
PS 6: Design a presentation using multi
media / visual / folio / poster / role play /
drama; with creative and innovative use of
science knowledge and skills of mirrors /
characteristic of light / reflection of light /
refraction of light / dipersion of light /
scattering of light / addition and
substraction of light in the context of
problem solving and decision making;
with regards to the social values/
economy / culture of the community.

26/8 3/9

CUTI PERTENGAHAN PENGGAL 2

Week / Date

Content
Standard
8.5

Learning content
8.5.1
communicate about the dispersion of light.

Dispersion of
light
8.5.2
explain with an example the dispersion
of light in daily life.

Performance standard

Experiment / Project /Activities / Mind map

PS 1: Recall the knowledge and science skills on Collect and interpret information about the
mirrors / characteristic of light / reflection of
dispersion of light and phenomena related to the
light / refraction of light / dipersion of light /
dispersion of light.
scattering of light / addition and substraction of
light.

Carry out activities to study the following:

dispersion of light by using prism
PS 2: Understand mirrors / characteristic of light /
formation of rainbow
reflection of light / refraction of light / dipersion of
light / scattering of light / addition and substraction
of light and able to explain their understanding.

8.6
32
(4/9 8/9)

Scattering of
light

8.6.1 communicate about scattering of light

Using various forms of multimedia for

PS 3: Apply mirrors / characteristic of light /

interpreting
8.6.2 explain with an example scattering of light in reflection of light / refraction of light / dipersion of information about scattering of light.
light / scattering of light / addition and substraction
daily life
of light through a simple task.

Carry out activities to study the effect of

scatteringof
light.

PS 4: Analyse knowledge of mirrors /

characteristic of light / reflection of light /
refraction of light / dipersion of light / scattering of
light / addition and substraction of light in context Collect and interpret information about the
of problem solving about events or natural
following
phenomena.
scattering of light

8.7

8.7.1 identify primary colours

Addition and
subtraction

8.7.2 identify the addition of primary colours

to produce secondary colours.
8.7.3 communicate about subtraction of light
8.7.4 record the colours formed on the
screen when light apsses through
colour filters.
8.7.5 differentiate the addition and
subtraction of light.

natural phenomena such as blue sky and

PS 5: Evaluate mirrors / characteristic of light /

reddish sunset.
reflection of light / refraction of light / dipersion of
light / scattering of light / addition and substraction
Carry out activities to study:
of light in the context of problem solving and
the addition of light using the primary
decision making to carry out a task.

color filter to produce secondary color

PS 6: Design a presentation using multi media /

(cyan, magenta and yellow)
visual / folio / poster / role play / drama; with
subtraction of light that occurs when
creative and innovative use of science knowledge
light is absorbed or subtracted by colour
and skills of mirrors / characteristic of light /
filters.
reflection of light / refraction of light / dipersion of

the difference between the addition and

light / scattering of light / addition and substraction
of light in the context of problem solving and
subtraction of light.
decision making; with regards to the social
values/ economy / culture of the community.
Gather information and do a multimedia

presentation

8.7.6 explain with examples addition and

substraction of light in daily life.
Mind map: flow map and bubble map

Week / Date

Content Standard

Learning content

Theme 5: Exploration of Students will be able to:

33
Earth and space
(11/9 15/9
9.1.1
9: Earth
communicate about the system of the
Earth
9.1
System and structure of 9.1.2 explain differences in Earth layers
the Earth
based on its composition and physical
characteristics.
.
9.1.3 realise that Earth is the only place that
can sustain life based on its physical
characteristic

Performance standard

Experiment / Project /Activities / Mind map

Create a multimedia presentation about the

Earth structure that consist of four main spheres
that is hydrosphere, atmosphere, biosphere and
geosphere.
Atmospheric stratification and its role,
PS 2: Understand the Earths structure/geoincluding the depletion of the ozone
disasters/Earths resources and able to explain
layer. Introduce that temperature and
their understanding.
pressure changes with altitude in the
PS 3: Apply knowledge on the Earths
atmosphere.
structure/geo-disasters/Earths resources to
Ocean stratification from the surface to
accomplish simple task.
the dark zone including the distribution
of life forms in them. Distribution of
PS 4: Analyse knowledge of knowledge on the
other water bodies on Earth such as
Earths structure/geo-disasters/Earths resources
seas, rivers, glasiers, clouds and ground
in context of problem solving about events or
water is also introduced.
natural phenomena.
PS 1: Recall the knowledge and science skills
on about the Earths structure/geodisasters/Earths
resources.

PS 5: Evaluate about the Earths structure/geo- Create a visual presentation to show the
disasters/Earths resources in the context of
differences between crust, mantle and core of
problem solving and decision making to carry the Earth including the lithosphere,
out a task.
asthenosphere and mesosphere.

9.2
34
(18/9 22/9) Substance of the Earth

9.2.1
explain type and characterictic of rocks.
9.2.2 communicate on how to differentiate
the
process of rock formation.

PS 6: Design a presentation using multi media /

visual / folio / poster / role play / drama; with
creative and innovative use of science
knowledge and skills of the Earths
structure/geo-disasters/Earths resources in the
context of problem solving and decision
making; with regards to the social values/
economy / culture of the community.

Discuss that the Earth is the only home for every

living organism
Mind map: Double bubble map
Carry out an activity and present a multimedia
presentation on the three types of rocks e.g.
igneous rocks, sedimentary rocks and
metamorphic rocks based on its formation.

Week / Date

Content Standard

9.3
35
(25/9 29/9) Main processes of the
Eath

Learning content

9.3.1
explain the different Earth processes
that effect the changes on Earth.

9.3.2 communicate about exogenic and

endogenic processes.

Performance standard

PS 1: Recall the knowledge and science skills on Gather information about exogenic and
about the Earths structure/geo-disasters/Earths endogenic processes and present it using a
resources.
multimedia presentation.
PS 2: Understand the Earths structure/geodisasters/Earths resources and able to explain
their understanding.
PS 3: Apply knowledge on the Earths
structure/geo-disasters/Earths resources to
accomplish simple task.

9.4
Geohazard phenomena

9.4.1
communicate about geohazard.
9.4.2 generate ideas on how science and
technology are used to prepare for
geohazards.
9.4.3 realise that enviromental disasters
effect human livelihood.

Experiment / Project /Activities / Mind

map

Exogenic process weathering, erosion,

mass depletion, land depletion, transport and
sedimentation.
Endogenic process mantle convection
process, magma activity, Earth crust
movement (tectonic layer)

PS 4: Analyse knowledge of knowledge on the

Earths structure/geo-disasters/Earths resources Mind map: circle map
in context of problem solving about events or
natural phenomena.

Collect, interpret data through a multimedia

PS 5: Evaluate about the Earths structure/geo- presentation on geohazards e.g. earthquake,

disasters/Earths resources in the context of
volcanism, land slide, tsunami, global
problem solving and decision making to carry warming, acid rain, quicksand and sinkholes.
out a task.
PS 6: Design a presentation using multi
media / visual / folio / poster / role play /
drama; with creative and innovative use of
science knowledge and skills of the Earths
structure/geo-disasters/Earths resources in the
context of problem solving and decision
making; with regards to the social values/
economy / culture of the community.

Discuss and share ideas on how science and

technology can be use to prepare for the
possibilities of geohazards.
Using various media to explain impact of
enviromental disasters e.g. loss of life, loss
of property, diseases, and starvation.
Highlight the need to symphatise with
victims of enviromental disaster.

Mind map: circle map

Week / Date

Content Standard

9.5
36
(2/10 6/10) Age of the Earth

Learning content

9.5.1
communicate about geological time
scale of the Earth.
9.5.2 explain the method to determine the
age of the Earth.
9.5.3 communicate about fossils.
9.5.4
reason about the importance of fossils
in the advancement of contemporary
science.

9.6
Earth resources
and applied
geology

9.6.1
explain surface water and its risks.
9.6.2 explain the importance of underground
water and its risks.

Performance standard
PS 1: Recall the knowledge and science skills
on about the Earths structure/geodisasters/Earths
resources.
PS 2: Understand the Earths structure/geodisasters/Earths resources and able to explain
their understanding.
PS 3: Apply knowledge on the Earths
structure/geo-disasters/Earths resources to
accomplish simple task.

Gather and share informations about the

geological time scale of the Earth and method
to determine the age of the Earth.
Using visual graphic presentation to present
about fossils and relate it to earth history.
Discuss how knowledge on fossils can help
modern science.

PS 4: Analyse knowledge of knowledge on the Mind map: circle map

Earths structure/geo-disasters/Earths resources
in context of problem solving about events or
natural phenomena.
PS 5: Evaluate about the Earths structure/geo- Search for information and carry out a
multimedia presentation on surface water and
disasters/Earths resources in the context of
problem solving and decision making to carry aquifers.
out a task.

PS 6: Design a presentation using multi media /

9.6.3 communicate about economic minerals. visual / folio / poster / role play / drama; with
creative and innovative use of science
9.6.4 explain the formation of petroleum and knowledge and skills of the Earths
structure/geo-disasters/Earths resources in the
coal.
context of problem solving and decision
making; with regards to the social values/
9.6.5 communicate about the hydrothermal
economy / culture of the community.

process.

Experiment / Project /Activities / Mind

map

Economic minerals consist of metallic

minerals, non-metallic minerals and rare earth
minerals.
Carry out a multimedia presentation on the
formation of petroleum and coal.
Discuss the economic prospects of
hydrothermal processes
Mind map: circle map

Week / Date

Content Standard

Learning content

Performance standard

9.6.6
solve problems about the negative
effects of unplanned human activities
on all living things on Earth.

PS 1: Recall the knowledge and science skills on

about the Earths structure/geo-disasters/Earths
resources.
Debate how exploitation of Earths resources
PS 2: Understand the Earths structure/geodisasters/Earths resources and able to explain
their understanding.
PS 3: Apply knowledge on the Earths
structure/geo-disasters/Earths resources to
accomplish simple task.
PS 4: Analyse knowledge of knowledge on the
Earths structure/geo-disasters/Earths resources
in context of problem solving about events or
natural phenomena.
PS 5: Evaluate about the Earths structure/geodisasters/Earths resources in the context of
problem solving and decision making to carry
out a task.
PS 6: Design a presentation using multi
media / visual / folio / poster / role play /
drama; with creative and innovative use of
science knowledge and skills of the Earths
structure/geo-disasters/Earths resources in the
context of problem solving and decision
making; with regards to the social values/
economy / culture of the community.

37 , 38, 39
(9/10 27/10)

PEPERIKSAAN AKHIR TAHUN 2017

40, 41,42, 43
(30/10 24/11)

Introduction to Science Form 2

Disediakan oleh:
Pn. Nor Akma Mustafa
Science teacher
SMK (P) Sri Aman

Experiment / Project /Activities / Mind

map

without proper planning may cause adverse

effects on living things on Earth.
Mind map: circle map