SCHEME OF WORK 2009

SCIENCE FORM 1

SMK TEMENGGONG, KATI

ANNUAL LESSON PLAN

SCIENCE
FORM 1 2010

SCIENCE PANEL 1
SMKT 2010 hsw
SCHEME OF WORK 2009
SCIENCE FORM 1

ANNUAL LESSON PLAN

SCIENCE – FORM 1
2010

CHAP No. No of Tot No of PERIOD NOTES

of LO wks wks

PeKA 1
1 INTRODUCTION 6 1-6 6 04 – 12 FEB 15-19 FEB CNYear
TO SCIENCE

26FEB Maulidulrasul
2 CELL AS A BASIC 4 7 - 10 4 15FEB –12 MAR MT I – 9,10 Mac
UNIT OF LIFE PeKA 2

3 MATTER 4 11 - 13 3 22 MAR– 09 APR MTB I [13 - 21 MAR]

PeKA 3

4 THE VARIETY OF PeKA 4

RESOURCES ON 3 14 - 16 3 12 - 30 APR
EARTH 1 MAY Labour Day

5 THE AIR 6 17 - 22 6 3 MAY – 25 JUN MYE 23 – 27 Mei

AROUND US ITB 5-13 JUN

6 SOURCES OF 3 23 - 25 3 28 JUN – 16 JUL

ENERGY

7 6 MT II 10-11 AUG
HEAT 6 26 - 31 [31] 19 JUL– 26 AUG MTB II [13 - 21 MAR]
27/8 Nuzul Q

8 REVISION &
32-- 42 11 30 AUG –19 NOV FYE
EXAMS

TOTAL 32 1-42 42 4/1-19/11/2010

HSW
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SCIENCE PANEL 2
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SCHEME OF WORK 2009
SCIENCE FORM 1

SCHEME OF WORK
SCIENCE FORM 1 2010

Chapter 1 : Introduction to Science [ 6 LOs – 6 wks 4-12 FEB ]

Week / Learning
Suggested Learning Activities Learning Outcomes
Date Objectives
Week 1
1.1 Describe examples of natural phenomena that students A student is able to:
4-8/1/10 Underst see around them: • list what he sees around him that is
anding a) growth of human from a baby to an adult, related to science,
that b) fall of a ball to the ground, • explain the importance of science in
science c) melting of ice. everyday life,
is part • name some careers in science such
of Discuss the uses and benefits of science in everyday as:
everyda life. a) science teachers
y life b) doctors
Attend talks on careers in science. c) engineers

Week 2 1.2 Carry out a scientific investigation / experiment, e.g. ‘To find out A student is able to:
Understandin what affect the number of times the pendulum swings back and forth • state the steps in
11-15/1/10 g the steps in (oscillations) during a given time’. scientific
scientific investigation/experime
investigation The students will be: nt,
a) determining ‘what I want to find out’ (identifying the problem), • carry out a scientific
b) making a smart guess (forming a hypothesis), investigation.
c) planning how to test the hypothesis (planning the experiment)
• identify the variables,
• determine the apparatus and materials required,
• determine the procedure to carry out the experiment,
method to llect and analise data.
d) carry out the experiment,
e) writing down what has been observed (collecting data),
f) finding a meaning for what has been observed (analyzing and
interpreting data),
g) deciding whether the hypothesis is true (making conclusions),
h) writing a report on the investigation (reporting).
Students can be asked to report on their investigations to the class.
Student emphasises the steps they have taken; what they have
changed; what they have kept the same and what they have
measured.

Week 3 1.3 Knowing Identify physical quantities (length, mass, time,
18-22/1/10 physical temperature and electric current), their values
quantities and and units found on product descriptions.
their units
Find words with the prefixes used in measurements
such as kilo-, centi-, and milli- .
Find the symbols used for these unit of measurement.
Find the value of these prefixes.
A student is able to:
• state physical quantities: length,
mass, time, temperature and electrical
current,
• state the S.I. units and the
corresponding symbols for these
physical quantities,
• state the symbols and values of
prefixes for units of length and mass:
milli-, centi-, and kilo-,
• identify and use appropriate prefixes
in the measurement of length and
mass.

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Week / Learning
Suggested Learning Activities Learning Outcomes
Date Objectives
Week 1
1.1 Describe examples of natural phenomena that students A student is able to:
4-8/1/10 Underst see around them: • list what he sees around him that is
anding a) growth of human from a baby to an adult, related to science,
that b) fall of a ball to the ground, • explain the importance of science in
science c) melting of ice. everyday life,
is part • name some careers in science such
of Discuss the uses and benefits of science in everyday as:
everyda life. a) science teachers
y life b) doctors
Attend talks on careers in science. c) engineers

Week 4 1.4 Measure the length of straight lines, curves and A student is able to:
Understandin diameter of objects using rulers, thread and • choose the right tool and measure
25-29/1/10 g the use of calipers. length in the context of an
measuring Estimate the area of regular and irregular shapes using experiment,
tools graph paper. • estimate area of regular and irregular
Measure volume of liquids using measuring cylinder, shapes using graph paper in the
pipette and burette. context of an experiment,
Determine the volume of regular and irregular solids • choose the right tool and measure the
using the water displacement method. volume of liquid in the context of an
Measure the body temperature and temperature of experiment,
water. • choose the right tool to measure the
Discuss the right choice tool in making body temperature and temperature of
measurements. a liquid,
Apply the above measurement skills in the context of • determine the volume of solids using
experiments. water displacement method in the
context of an experiment.

Week 5 1.5 Find the weights of different objects using a spring A student is able to:
1-6/2/10 Understandin balance. • determine the weight of an object,
g the concept Discuss weight as the pull of the earth (gravitational • explain the concept of weight,
of mass force) on an object. • explain the concept of mass,
Discuss mass as quantity of matter. • determine the mass of an object,
Find the mass of different objects using beam/ or lever • explain the difference between mass
balance. and weight,
Discuss the difference between mass and weight.
• apply the use of spring and
Apply the skills of using the spring balance and
beam/lever balance in the context of
beam/lever balance in the context of an experiment.
an experiment.

Week 6 1.6 Realising Discuss the various units of measurements, e.g. units A student is able to:
8-12/1/10 the for length (feet, yard, chain, mile, meter, kilometer), • give examples of problems that may
importance of units for weight (pound, ounce, kati, tahil, gram, arise if standard units are not used.
standard units kilogram).
in everyday Act out a scene to show the problem caused by not
life using standard units e.g. buying things at the market.
Discuss the advantages and disadvantages of using
different units of measurement.

Chapter 2 : Cell as a Unit of Life [ 4 LOs – 4 wks 15/2 -12/3 ] :

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Week / Learning
Suggested Learning Activities Learning Outcomes
Date Objectives
Week 7 1.1 Gather information on living organisms and A student is able to:
CNY hols Understandin identify the smallest living unit that makes up the • identify that cell is the basic unit of
g cells organism. living things,
Week 8 • prepare slides following the proper
22-25/2/19 Prepare slides of cheek cells and onion cells. procedures,
26/2 • use a microscope properly,
M/rasul Study the general structure of cheek cells and • identify the general structures of animal
onion cells under a microscope, using the correct cells and plant cells,
procedure. • draw the general structures of an animal
cell and a plant cell,
Draw and label the different structures of an
• label the general structure of an animal
animal cell and a plant cell.
cell and a plant cell,
Compare an animal cell and a plant cell. • state the function of each cell structure,
Gather information on cell structures and discuss • state the similarities and differences
their functions. between the two cells.

Week 8 1.2 Gather information about unicellular organisms and A student is able to:
22-25/2/10 Understandin multicellular organisms. • state the meaning of unicellular
g unicellular Provide students with picture cards, name cards, organisms and multicellular
organism and ‘unicellular’ and ‘multicellular’ cards. Students use organisms,
multicellular reference materials and/or information to match the • give examples of unicellular
organism three cards for each organism. organisms and multicellular
Observe examples of unicellular organisms and organisms.
multicellular organisms under a microscope.

Week 9 1.3 Gather information and discuss the following: A student is able to:
Understandin a) types of human cells, • name the different types of human
1-5/3/10 g that cells b) functions of different types of human cells. cells,
form tissues, Use a graphic organiser (e.g. ladder of hierarchy) to • state the function of different types of
organs and show the organisation of cells: human cells,
systems in the cell  tissue  organ  system  organism • arrange sequentially cell organisation
human body. from simple to complex using the
organism terms cell, tissue, organ, system and
system organism.
organ
tissue
cell

Week 9 1.4 Realising Discuss why human beings are complex organisms. A student is able to:
that humans • explain why human beings are
1-5/3/10 are complex complex organisms.
organisms

Chapter 3 : MATTER [ 4 LOs – 3 wks 22 MAR - 9 APR ] :

Week / Learning
Suggested Learning Activities Learning Outcomes
Date Objectives
A student is able to:
Week 10 1.1 • state that things has mass and occupies space,
MT1 9,10 Understandin Through activities, show that things such as • explain what matter is, relate things and
MTB1 g that matter book, air, water, soil and living things have matter,
10-21/3/10 has mass mass and occupy space. • carry out activities to show that air, water,
and occupies Discuss what matter is. soil and living things have mass and occupy
Week 11 space List examples of matter. space.

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Week / Learning
Suggested Learning Activities Learning Outcomes
Date Objectives
22-26/3/10
Gather information and discuss A student is able to:
Week 12 1.2 a) what matter is made up of, • state that matter is made up of particles,
29/2-2/4 Understandin b) what the three states of matter are.
g the three Compare the three states of matter in terms • state the three states of matter,
states of of:
matter a) the arrangement of particles, • state the arrangement of particles in the
b) the movement of particles. three states of matter,
Simulate the arrangement and movement of
particles in the three states of matter. • state the differences in the movement of
particles in the three states of matter.
Week 13 1.3 Recall the definition of density. A student is able to:
5-9/4/10 Understandin • define density,
g the concept Through activities, find the densities of: • explain why some objects and liquids float,
of density a) objects with regular or irregular shape, • solve simple problems related to density,
b) different liquids. • carry out activities to explore the densities of
objects and liquids.
Discuss why some objects and liquids float
by relating it to density.

week 13 1.4 Gather information and discuss how: A student is able to:
5-9/4/10 Appreciating • describe how man uses the different states of
the use of a) man uses his knowledge of different matter,
properties of states of matter to store and transport • describe how man applies the concept of
matter in gases and liquids, density,
everyday life b) man uses the concept of density in • carry out an activity to explore the
making rafts, floats etc. applications of the concept of floating and
sinking related to density.
Carry out an activity to explore the
applications of the concept of floating and
sinking related to density.

Chapter 4 : THE VARIETY OF RESOURCES ON EARTH 3 LOs 12 – 30 APR

Duration Learning
Suggested Learning Activities Learning Outcomes
Objectives
week 14 2.1 Gather information about the resources on earth, i.e. A student is able to:
12-16/4/10 Knowing the water, air, soil, minerals, fossil fuels and living things. • list the resources on earth
different needed to sustain life,
resources on • list the resources on earth used
earth in everyday life.

week 15 2.2 Gather information and discuss A student is able to:

20-23/4/10 Understandin a) what elements, compounds and mixtures are, • state what elements,
g elements, b) what metals and non-metals are, compounds and mixtures are,
19/4 S bday compounds c) examples of elements, compounds, mixtures, metals • give examples of elements,
and mixtures and non-metals. compounds and mixtures,
• state the differences between
Compare and contrast the properties of elements, elements, compounds and
compounds and mixtures. mixtures,
Carry out activities to compare the properties of metals • carry out activities to compare
and non-metals in terms of appearance, the properties of different metal
hardness, conductivity of heat and conductivity of and non metals,
electricity, • classify elements as metals and
Carry out activities to separate the components of mixtures non-metals based on their
e.g. characteristics,

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Duration Learning
Suggested Learning Activities Learning Outcomes
Objectives
a) mixture of iron filings and sulphur powder, • give examples of metals and
b) mixture of sand and salt. non-metals,
• carry out activities to separate
the components of a mixture.

week 16 2.3 A student is able to:

26-30/4/10 Appreciating Discuss the importance of earth’s resources (water, air, • explain the importance of
the importance soil, minerals, fossil fuels and living things) to man. variety of earth’s resources to
of the variety man,
of earth’s Draw a concept map to show the relationship between • state the meaning of the
resources to these resources to the basic needs of life. preservation and conservation
man of resources on earth,
Gather information on the preservation and conservation • state the importance of the
of resources on earth. preservation and conservation
of resources on earth,
Discuss the importance of the preservation and
conservation of resources on earth (e.g. recycling • practise reusing and recycling
of paper will help reduce the of materials e.g. using old
cutting down of trees; conserving unfinished exercise books as
clean water prevents water shortage). note books and collecting old
newspapers for recycling.
Carry out a project/ campaign/ competition on the reusing
and recycling of materials.

Chapter 5 : The Air Around Us [6 LOs – 6 wks 3/5 -25/6 ]

Duration Learning
Suggested Learning Activities Learning Outcomes
Objectives
week 17 3.1 Gather information on: A student is able to:
3-7/5/10 Understanding a) the composition of air, • state what air is made up of,
what air is b) the percentage of nitrogen, oxygen and carbon • explain why air is a mixture,
made up of (the dioxide in air. • state the average percentage of
composition of nitrogen, oxygen and carbon
air) Carry out activities to show: dioxide in air,
a) the percentage of oxygen in air, • carry out activities to show:
b) that air contains water vapour, a) the percentage of oxygen in
microorganisms and dust. air,
b) that air contains water
vapour, microorganisms and
dust.

week 17 3.2 Gather information on the properties of oxygen and A student is able to
3-7/5/10 Understanding carbon dioxide. • list the properties of oxygen and
the properties of carbon dioxide,
oxygen and Carry out activities to show the properties of oxygen • identify oxygen and carbon
carbon dioxide and carbon dioxide in the following aspects: dioxide based on its properties,
solubility in water, • choose a suitable test for oxygen
b) reaction with sodium hydroxide, and carbon dioxide
the effect on:
glowing and burning wooden splinter, litmus
paper, lime water, bicarbonate indicator.

week 18 3.3 Gather information and discuss respiration. A student is able to

10-14/5/10 Understanding • state that energy, carbon dioxide

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Duration Learning
Suggested Learning Activities Learning Outcomes
Objectives
oxygen is Carry out an experiments to show that during and water vapour are the
needed in respiration, living things products of respiration,
respiration a) use oxygen, • relate that living things use
b) give out carbon dioxide. oxygen and give out carbon
dioxide during respiration
• compare and contrast the content
of oxygen in inhaled and exhaled
air in humans,
• state that oxygen is needed for
respiration,
• carry out an experiment to show
that living things use oxygen and
give out carbon dioxide during
respiration.
week 19 3.4 Gather information and discuss combustion. A student is able to:
17-21/5/10 Understanding Carry out experiments to: • state what combustion is,
oxygen is a) show that oxygen is needed for • state that oxygen is needed for
Wk 20, needed for combustion, combustion,
Revison combustion b) investigate the effect of the size of a • list the products of combustion,
(burning) container on the length of time a • carry out experiments to
Wk 21 candle burns. investigate combustion.
MYE24 Carry out activity to test for the products of combustion
of charcoal such as carbon dioxide and water.
Week 22 3.5 Gather information and discuss: A student is able to:
21-25/6/10 Analysing the a) what air pollution is, • explain what air pollution is,
effects of air b) examples of air pollutants, • list examples of air pollutants,
pollution c) the sources of air pollutants, • list the sources of air pollutants,
d) the effects of air pollution on man and the • describe the effects of air
environment, pollution,
e) the steps needed to control air pollution. • explain the steps needed to
prevent and control air pollution.
Carry out a project to study:
a) air pollution in an area around the school.
b) the effects of air pollution.

Week 22 3.6 Realising Gather information and discuss: A student is able to:
21-25/6/10 the importance a) how life would be without clean air, • describe how life would be
of keeping the b) ways to keep the air clean, without clean air,
air clean c) habits that keep the air clean. • suggest ways to keep the air
Carry out activity to show the pollutants in cigarette clean,
smoke. • practise habits that keep the air
clean.

Chapter 6 : Sources of Energy [ 3 LOs 3 wks 28/6-16/7 ]

Duration Learning
Suggested Learning Activities Learning Outcomes
Objectives
Week 23 1.1 Gather information about the various forms and A student is able to:
28/6 -2/7 Understanding sources of energy and energy changes. • list the 8 forms of energy,
various forms Discuss the sun as the primary source of energy. • list the various sources of energy,
and sources of Carry out activity to see the energy change • identify energy changes,
energy • from potential to kinetic energy for • identify the sun as the primary
example a ball rolling down an inclined slope source of energy,
• from kinetic to potential energy for • carry out an activity to investigate
example the winding of the coil in a toy car. energy change from potential to
kinetic energy and vice versa.

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Duration Learning
Suggested Learning Activities Learning Outcomes
Objectives

Week 24 1.2 Gather information and discuss the meaning of A student is able to:
5-9/7/10 Understanding renewable and non-renewable energy sources. • define renewable and non-renewable
renewable and sources of energy.
non-renewable Carry out a project on: • group the various sources of energy
energy a) renewable and non-renewable energy sources. into renewable and non-renewable.
b) the uses of solar energy. • explain why we need to conserve
c) the ways to increase efficient use of energy energy.
• suggest ways to use energy
efficiently.
Week 25 1.3 Realising the Discuss the importance of conserving energy A student is able to
12-16/7/10 importance of sources. • describe the importance of
conserving conserving energy sources.
energy sources Discuss the use and management of energy • explain the use and management of
sources. energy sources.

Chapter 7 : Heat [ 6 LOs – 6 wks 19/7- 3/9 ]

Duration Learning
Suggested Learning Activities Learning Outcomes
Objectives
Week 26 2.1 Carry out activities to show: A student is able to
19-23/7/10 Understanding a) the sun gives out heat • state that the sun gives out heat,
heat as a form of b) ways to produce heat • state other sources of heat,
energy c) heat and temperature are not the same • state that heat is a form of
energy,
(Ask students to predict and observe how the • give examples of the uses of
temperatures change when they: e.g. mix volumes of heat,
hot and cold water). • state the meaning of temperature,
• state the difference between heat
Discuss
and temperature.
a) heat is a form of energy
b) the uses of heat in our daily life
c) what temperature is
d) the difference between temperature
and heat.

Week 27
26-30/7/10 2.2 Carry out activities to show that heat causes solids,
Understanding liquids and gases to expand and contract.
heat flow and its (ball and ring, mercury in thermometer and air in
effect round-bottomed flask)
Carry out activities to show how heat flows by
conduction, convection and radiation.
Carry out group activities to discuss:
a) natural phenomena such as land breeze, sea breeze
and the warming of the earth by the sun,
b) how buildings can be kept cool,
c) what a heat conductor is,
d) what a heat insulator is,
e) the uses of heat conductors and heat insulators in
daily life.
Carry out an experiment to investigate different
materials as heat insulators.
A student is able to
• state that heat causes solids, liquids
and gases to expand and contract,
• state that heat flows in three
different ways (conduction,
convection and radiation),
• state that heat flows from hot to
cold,
• give examples of heat flow in
natural phenomena,
• state what a heat conductor is,
• state what a heat insulator is,
• list uses of heat conductors and
heat insulators in daily life,
• carry out experiment to investigate
different materials as heat
insulators.

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Duration Learning
Suggested Learning Activities Learning Outcomes
Objectives

Week 27
26-30/7/10 2.3 Carry out activities to show the change in state of A student is able to
Analysing the matter in physical processes.
effect of heat on • state the change in state of matter
matter Discuss in physical processes.
(i) the effects of heat on the state of matter
(ii) examples of daily observation which shows a • explain that change in state of
change in state of matter. matter involves absorption and
release of heat.

• give examples of daily

observations which show a change
in state of matter.

Week 28
2-6/8/10 2.4 Discuss the use of expansion and contraction of A student is able to
Applying the matter in the following:
Week 29 principles of a) mercury in a thermometer • explain with examples the use of
9-13/8/10 expansion and b) the bimetallic strip in a fire alarm. expansion and contraction of
MTII contraction of c) gaps in railway tracks matter in daily life.
10-11/8/10 matter d) rollers in steel bridges.
Discuss the use of the principle of expansion and • apply principle of expansion and
contraction of matter to solve simple problems. contraction of matter in solving
simple problems.

Week 30
16-20/8/10 2.5 Carry out experiments to show that: A student is able to
Understanding
that dark, dull a) dark, dull objects absorb heat better than white, • state that dark, dull objects absorb
objects absorb shiny objects, heat better than white, shiny
and give out heat b) dark, dull objects gives out heat better than white, objects,
better shiny objects.
• state that dark, dull objects gives
out heat better than white, shiny
objects,

• carry out experiments to investigate

heat absorption and heat release.

Week 31 2.6 Discuss and put into practice such as opening of A student is able to:
23-26/8/10 Appreciating the windows in the classroom or laboratory to
benefits of heat improve air circulation. • put to practise the principle of heat
27/8 flow flow to provide comfortable living.
Nuzul Q
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