YEARLY PLAN FOR SCIENCE FORM 2 2011

LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY

OBJECTIIVES ACTIVITIES OUTCOMES
WEEK THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES

JANUA
RY 1.1 Carry out activities to make connection student is able to: The five sensory brain – otak
Understanding the between the five senses, the sensory • identify and relate a sensory organ organs have been nerve – saraf
1 sensory organs organs and the stimuli. introduced in response – gerakbalas
(3-7/1)
to its stimulus,
and their functions • state the pathway from stimulus to Primary Science stimuli – rangsangan
Discuss what happens in our body after response:Stimulus, Sensory organs, sensory organ – organ
a stimulus is detected. Nerves, Brain, Nerves, Response deria

1 1.2 Carry out activities to study the A student is able to: The structures of cold – kesejukan
(3-7/1) Understanding the following: • identify the structure of the human the receptors are heat – kepanasan
sense of touch a) structure of the human skin involved skin involved in stimuli not required. pain – kesakitan
in stimuli detection, detection, pressure – tekanan
b) sensitivity of the skin at different • state the function of different receptor – hujung
parts of the body towards stimuli. receptors – pressure, heat, pain, saraf
sensitivity – kepekaan
• draw conclusion on the sensitivity
Discuss the sensitivity of the skin in skin – kulit
of the skin at different parts of the
connection to the following situations: touch – sentuhan
body towards stimuli
a) receiving an injection,
b) using Braille.

1
 LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
WEEK OBJECTIIVES ACTIVITIES OUTCOMES
THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES

2 1.3 Discuss the structure of the nose and the A student is able to: nose – hidung
(10-14/1) Understanding the position of the sensory cells using • identify the structure of the nose, sensory cells – sel
sense of smell. models, charts, computer software and • identify the position of the sensory deria
other teaching aids. cells in the detection of smell.

2 1.4 Carry out activities to detect the A student is able to: bitter – pahit
(10-14/1) Understanding the different areas of the tongue that • identify the different areas of the salty – masin
sense of taste. respond to different tastes. tongue that respond to different sour – masam
taste, sweet – manis
Carry out activities to find how taste is • relate the sense of taste with the taste – rasa
related to smell. sense of smell. tongue – lidah

2 1.5 Observe and identify the structure of the A student is able to: Teacher is cochlea – koklea
(10-14/1) Understanding the human ear. • identify the structure of the human
encouraged to use ear – telinga
sense of hearing. Discuss the function of each part of the ear, computer ear drum – gegendang
ear. • explain the function of the simulation to telinga
Discuss the hearing mechanism. different parts of the ear,illustrate the
• describe how we hear. hearing
mechanism.
THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES
3 1.6 Examine the cow’s eye or model of a A student is able to: These activities Condition – keadaan.
(17-21/1) Understanding the human eye. • identify the structure of the human will take about two Similar – serupa
sense of sight. eye, weeks. Watered – disiram
Collect information on structure and • explain the functions of different Sunlight – cahaya
function of each part of the eye. parts of the eye, matahari
Discuss how we see. • describe how we see.

2
 LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
WEEK THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES

3
(17-21/1) 1.7 Carry out activities to study: A student is able to: Relate the density – ketumpatan
Understanding a) reflection of light, • describe the properties of light i.e. properties of light medium –
light and sight b) refraction of light between two reflection and refraction, to natural bahantara/medium
mediums of different density. • state the various defects of vision, phenomena and reflection – pantulan
Collect information about the types of daily usage. refraction – pembiasan
• explain ways to correct vision
defects of vision and the Angles of astigmatism –
defects,
contribution/use of technology to rectify incidence, astigmatisme
them. • state and give examples of the reflection, blind spot – bintik (or
limitations of sight, refraction and titik) buta
Carry out activities to show what short • connect stereoscopic and normal are not long sightedness –
sightedness and long sightedness are monocular visions with the required. rabun dekat
and how to correct them. survival of animals, monocular vision –
Discuss what astigmatism is and the • identify the appropriate device to penglihatan
way to correct it. overcome the limitations of sight. monokular
Astigmatism, optical illusion – ilusi
Carry out activities to investigate the optical illusions, optik
following: blind-spot, periscope – periskop
a) optical illusion, monocular and short sightedness –
b) blind-spot. stereoscopic rabun jauh
visions should be stereoscopic vision –
Discuss the connection between introduced. penglihatan
stereoscopic vision and monocular stereoskopik
vision with the survival of animals.
Gather information about the device to Microscope,
overcome the limitation of sight. magnifying glass,
telescope,
binoculars,
ultrasound
scanning device, X-
ray, periscope
should be included.

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WEEK LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
4
(24-28/1) 1.8 Carry out activities to investigate: A student is able to: Include devices
Understanding a) the production of sound, • describe the properties of sound, such as hearing
sound and hearing. b) the need of medium for sound to • explain the reflection and aids and
travel, absorption of sound, stethoscope.
c) the reflection and absorption of • explain the defects of hearing,
sound.
• explain ways of rectifying the
defects in hearing,
Collect information about
a) the defects of hearing, • state the limitations of hearing,
b) ways to rectify the defects of hearing. • state the device used to overcome
the limitations ofhearing,
Discuss the limitations of hearing and • explain stereophonic hearing.
ways of improving it.
Carry out activities to investigate the
need for stereophonic hearing in
determining the direction of sound.
5 Chinese New Year
(1/2-4/2)
FEBRU
ARY 1.9 Carry out experiments to investigate A student is able to: Responses in plants
Understanding the and identify: • state the stimuli that cause should include
stimuli and a) stimuli detected by plants, response in plants, phototropism,
6
responses in b) the parts of the plants sensitive to • identify the parts of plants geotropism,
(7-11/2)
plants. specific stimulus. sensitive to specific stimulus, hydrotropism,
nastic movement,
• relate the response in plants to
Discuss in what ways the response of tigmotropism.
their survival.
plants towards stimuli are important for
their survival.

4
 LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
WEEK OBJECTIIVES ACTIVITIES OUTCOMES
THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 2. NUTRITION
6
(7-11/2) 2.1 Discuss the classes of food i.e. A student is able to: Only the major fats – lemak
Analysing the carbohydrate, protein, fats, vitamins, • explain through examples the vitamins (A, B, C, fibre – pelawas
classes of food. minerals, fibre and water and state their classes of food, D, E and K) and potassium – kalium
functions. • state the function of each class of minerals (calcium, starch – kanji
food, sodium, iron, sodium – natrium
Carry out activities to test for starch iodine, phosphorus
• test for starch, glucose, protein and
(iodine solution), glucose and potassium) are
fats.
(Benedict solution), protein required.
(Millon’s reagent) and fats Vitamin B need not
(alcohol-emulsion test). be classified into
B1, B2 and so on.
Introduce
alcoholemulsion
test for fat

7
(14-18/2) 2.2 Discuss: A student is able to: The unit of energy balanced diet – gizi
Evaluating the a) what a balanced diet is, • state what a balanced diet is, in food can be seimbang
importance of a b) the factors that determine a person’s • state the factors that must be measured either in calorific value – nilai
balanced diet. balanced diet: age, size, sex, job, considered when planning a joules or calories. kalori
climate, state of health. balanced diet, climate – cuaca
• explain how the factors affect a food wrapper –
Collect food wrappers that show balanced diet, bungkusan makanan
calorific value of food and make a list
to show the calorific value for each type • state the quantity of energy in each
of food. gram of carbohydrate, protein and
fats,
Discuss to estimate the calories of food • estimate the calories of food taken
taken in a meal. in a meal,
Plan a balanced diet for a day. • plan a balanced diet.
(breakfast, lunch and dinner)

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WEEK LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
8 2.3
(21-25/2) Understanding the Discuss that digestion is the breakdown A student is able to:
digestive system of large food molecules into smaller • explain what digestion is, Enzymes should alimentary canal –
in man. soluble molecules that can be readily • identify the parts of the digestive only include salur penghadaman
absorbed by the body. system, amylase, protease anus – dubur
• describe the flow of food particles and lipase. appendix – umbai
Identify parts of the digestive system in the alimentary canal, usus
and the flow of food particles in the bile – jus hempedu
• state the functions of the organs in
alimentary canal using model/chart/CD digestion –
the digestive system,
ROM. penghadaman
• describe the process of digestion enzyme – enzim
Discuss the functions of the various in the alimentary canal, gall bladder – pundi
organs in the digestive system and the • list the end products of digestion hempedu
enzymes found. of carbohydrate, protein and fats. gut – salur
penghadaman
Carry out activities to show the action insoluble – tidak
of the enzyme in the saliva on starch. larut
large intestine – usus
besar
liver – hati
saliva – air liur
small intestine – usus
kecil
stomach – perut

6
 LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
WEEK THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 2. NUTRITION

MARCH Discuss the process of absorption of the A student is able to: The structure of absorption –
2.4 products of digestion in the small • explain the process of absorption vilus is not penyerapan
9 Understanding intestine. required. Need only analogise – membuat
of the products of digestion,
(28/2-4/3) the process of mention vilus analogi
• make inference about the
absorption of Carry out an experiment to show the absorption of glucose through a increases the blood stream – aliran
digested food absorption of glucose through a Visking Visking tube. surface area for darah
tube. absorption. diffusion – resapan

10
(7-11/3) 2.5 Discuss the reabsorption of water by the A student is able to: constipation –
Understanding large intestine and the process of • state how water is reabsorbed in sembelit
the reabsorption defecation. the large intestine, defecation –
of water and • explain defecation, penyahtinjaan
defecation. Discuss the importance of good eating • relate the problem of defecation large intestine – usus
habits to avoid constipation. with eating habits. besar
reabsoption –
penyerapan semula

(14-20/3) Mid first semester Holiday

11
(28/3-1/4) First Assessment

APRIL 2.6 Plan and carry out a healthy eating A student is able to: habits – amalan
Put into practice habit. • justify the importance of eating needy – sangat miskin
12 the habits of nutritious food –
nutritious food,
(4-8/4) healthy eating. Discuss the following topics : makanan berkhasiat
• put in practice good eating habits,
a) practicing good eating habits i.e. underprivileged –
• justify the generous distribution of
eating nutritious food and eating in kurang bernasib baik
food to the underprivileged /
moderation, religious beliefs –
needy,
b) the generous distribution of food to kepercayaan agama
the underprivileged / needy, • relate the dining culture of
c) cultural practices in dining different people conforming to
conforming to sensitivities and religious sensitivities and religious beliefs
beliefs
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WEEK LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
THEME: MAN AND THE VARIETY OF LIVING THINGS
LEARNING AREA: 3. BIODIVERSITY
APRIL 1.1 Discuss the diversity in the general A student is able to: Basic concept on amphibian – amfibia
Understanding characteristics of living organisms. • explain the diversity of living variety of living bird – burung
12 variety of living organisms has been dicotyledon –
organisms in a habitat,
(4-8/4) organisms and Collect and classify various plants and • classify various animals based on introduced in dikotiledon
their animals into a system based on common common characteristics, primary science. diversity –
classification. characteristics. kepelbagaian
• classify various plants based on
- Animal: Invertebrate, vertebrate, Emphasize only on fish – ikan
common characteristics,
mammal, fish, bird, amphibian, reptile. the classification in flowering plant –
- Plant : Flowering plant, nonflowering • explain the importance of the suggested tumbuhan berbunga
plant, monocotyledon, dicotyledon. biodiversity to the environment. learning activities. invertebrate –
invertebrata
- Build a concept map on living Malaysia is one of living organism –
organisms based on the classification the twelve organisma hidup
above. megabiodiversity mammal – mamalia
countries in the monocotyledon –
Discuss the importance of maintaining world should be monokotiledon
the biological diversity as one of the highlighted. non-flowering plant –
country’s natural heritage. tumbuhan tidak
berbunga
reptile – reptilia
vertebrates –
vertebrata

8
 LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
WEEK THEME: MAN AND THE VARIETY OF LIVING THINGS
LEARNING AREA: 4 INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT

13 2.1 • Carry out a field work to study A student is able to:

(11-15/4) Analysing the species, habitat, population, • state what species, population and Basic concept of community –
interdependence community in an ecosystem. community are, habitat has been komuniti
among living • state what habitat and ecosystem introduced in ecosystem –
organisms.. • Carry out a discussion on are, primary school. ekosistem
interdependence among living • identify various habitats in one During the field environment –
organisms and the environment to ecosystem, work the concept of persekitaran
create a balanced ecosystem. ecology will be habitat – habitat
• explain through examples the Constructed interdependence –
interdependence among living through contextual saling bersandaran
organisms and the environment to learning. predict – meramal
create a balanced ecosystem population – populasi
species – spesis
13
(11-15/4) 2.2 Collect and interpret data on the types A student is able to: Basic concept of advantage – kebaikan
Evaluating the of interactions between living • list the types of interactions prey predator and biological control –
interaction organisms as follows: between living organisms, competition has kawalan biologi
between living a) prey-predator, • explain with examples the been taught in competition –
organisms. b) symbiosis: commensalism, interactions between living primary school. persaingan
mutualism and parasitism organisms, disadvantage –
e.g. remora and shark, algae and fungi, keburukan
• justify the importance of
tape worm and man, Refer to local interaction – interaksi
interaction between living
c) competition. issues like the crow parasitism –
organisms and the environment,
problem in Kelang. parasitisme
Conduct an activity to show the • explain through examples the pest – perosak
importance of the interaction between advantages and disadvantages of prey predator –
organisms and the environment. biological control in regulating the mangsa pemangsa
number of pest in certain areas. regulate – mengawal
Discuss the advantages of biological symbiosis – simbiosis
control in regulating the numbers of
pests in certain areas.

9
WEEK LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
13
(11-15/4) 2.3 • Collect and interpret data on the A student is able to: Food chain has balance in
Synthesizing food producer, consumer, decomposer • explain what producers, been taught in naturekeseimbangan
web. and pyramid number. consumers and decomposers are, primary science. alam
• combine a few food chains to consumer- pengguna
• Construct a food web from a few construct a food web, Refer to the crown decomposer-pengurai
of thorn problem in food web-siratan
Food chains and identify the • identify the producer, consumer
producer, consumer and the coral reef in the makanan
and decomposer in a food web,
decomposer. marine parks. primary consumer –
• construct a pyramid number from pengguna primer
a food chain, producer-pengeluar
• Discuss the energy flow in the food • relate the food web and the pyramid number-
web constructed. pyramid number to energy flow, piramid nombor
• predict the consequences if a secondary consumer
• Conduct a game to show the effects certain component of living –pengguna sekunder
of an increase or decrease in the organisms in the ecosystem is tertiary consumer –
number of organisms in a pyramid missing. pengguna tertier
number. Discuss the consequences
if a component of living organisms
in an ecosystem is missing
THEME: MAN AND THE VARIETY OF LIVING THINGS
LEARNING AREA: 4 INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
14
(18-22/4) 2.4 • Carry out discussion on what A student is able to: The carbon and balanced ecosystem –
Analysing photosynthesis is. • state what photosynthesis is, oxygen cycles ekosistem yang
photosynthesis. • Carry out experiments to determine • state the factors required for should be included. seimbang
the factors needed for photosynthesis, oxygen cycle - kitar
photosynthesis i.e. carbon dioxide, • state the products of oksigen
water, light and chlorophyll. photosynthesis, carbon cycle – kitar
karbon
• control the variables that are photosynthesis-
• Discuss the importance of required for photosynthesis, fotosintesis
photosynthesis in maintaining a • explain the role of photosynthesis
balanced ecosystem. in maintaining a balanced
ecosystem.
• Discuss the carbon and oxygen
cycles.

10
WEEK LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
15
(25-29/4) 2.5 • Collect and interpret data on the A student is able to: The role of man in conservation-
Evaluating conservation and preservation of • explain what conservation and conservation and pemuliharaan
theimportance of living organisms. • preservation are, preservation has reserve forest – hutan
conservation and • explain the steps taken to preserve been highlighted in simpan
preservation of • Carry out a field work in a natural and conserve living organisms, primary school. highland forest –
living organisms. hutan tanah tinggi
forest reserve (wetlands, highland • justify the importance of
forest or tropical rain forest) or an Forest is also home indigenous people –
conservation and preservation of
animal sanctuary to study the to some indigenous orang asli
living organisms,
conservation and preservation of people should be preservation-
• support activities organised by included. pemeliharaan
living organisms. various parties to preserve and sanctuary-santuari
conserve the living organisms. tropical rainforest –
• Carry out a discussion on how the
hutan hujan tropika
improvement in science and
wetlands – tanah
technology helps in the
bencah / lembap
conservation and preservation of
living organisms.
• Run a campaign to stress on the
importance of conservation and
preservation /

• Carry out a role play involving the

parties concerned in solving
problems related to the conservation
and preservation of living
organisms.

11
WEEK LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
15 2.6
(25-29/4) Evaluating the • Carry out a brainstorming session to A student is able to: Examples of acid rain – hujan asid
role of man in discuss the environmental issues • explain the effects of human environmental brainstorming –
maintaining the affecting the balance in nature and activities on the balance in nature, issues: sumbangsaran
balance in nature how to solve it. • describe how man solves Global climate climate change –
problems related to environment, change, habitat perubahan iklim
• destruction, species deforestation –
Carry out a discussion to justify that • justify that human need a stable,
man needs stable and productive extinction, air, soil penebangan hutan
productive and balanced
ecosystem to ascertain a and water excessive –
ecosystem.
harmonious life. pollution, loss of berlebihan
wetlands, solid land overuse –
waste management, penggunaan tanah
deforestation, land yang
overuse, over tidak terkawal
fishing, toxin in the green house effect –
environment, kesan rumah hijau
(release of over fishing –
excessive penangkapan ikan
chemicals into our tidak terkawal
environment – pollution –
includes pesticides, pencemaran
fertilizers and solid waste
pollutants). management –
pengurusan sisa
pepejal
pesticides – pestisid
species extinction –
kepupusan spesis
toxin – toksin

12
 LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
WEEK THEME: MATTER IN NATURE
LEARNING AREA: 5 WATER AND SOLUTION

MAY boiling point – takat

1.1 Carry out activities to determine the A student is able to: The Kinetic Theory didih
Analysing the following: • state the meaning of the freezing should be freezing point – takat
16 physical �� the freezing point of water, introduced. beku
(2-6/5)
point of water,
characteristics of �� the boiling point of water. • state the meaning of the boiling impurities –
water. point of water, Relate the freezing bendasing
Carry out an activity to observe the and boiling point of inference – inferens
• describe the physical
effects of impurities on the physical water to the Kinetic physical
characteristics of water,
characteristics of water. Theory. characteristics –
• explain through examples the ciri-ciri fizikal
effects of impurities on the
physical characteristics of water.

1.2 Carry out an electrolysis to determine A student is able to: The ionic theory anode – anod
Analysing the the ratio of hydrogen to oxygen in a • determine the composition of on electrolysis is cathode – katod
16 composition of molecule of water. not needed. composition –
(2-6/5)
water,
water. • test the presence of hydrogen and Understanding that komposisi
oxygen. hydrogen is ionic theory – teori
discharged at the ionik
cathode and oxygen electrolysis –
at the anode is elektrolisis
adequate. The ratio discharge – terhasil
of gases is required

13
 LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
WEEK
THEME: MATTER IN NATURE
LEARNING AREA: 5 WATER AND SOLUTION
agricultural product –
1.3 Carry out experiments to study the A student is able to: hasil pertanian
16 Analysing the factors affecting the rate of evaporation • explain what evaporation is, evaporation –
(2-6/5) process of of water i.e. humidity, the temperature penyejatan
• explain through examples the
evaporation of of the surrounding, surface area and the factors that affect the rate of evaporation of water
water. movement of air. evaporation of water with –penyejatan air
reference to the Kinetic Theory, humidity –
Discuss the factors affecting the rate of • compare and contrast between kelembapan
evaporation in relation to the Kinetic evaporation and boiling, movement of air –
Theory. pergerakan udara
• describe the application of the preservation –
Discuss the similarities and differences evaporation of water in daily life. pengawetan
between evaporation and boiling. processing of food –
pemprosesan
Gather information on evaporation makanan
process and its application in daily rate of evaporation –
life.i.e. drying of clothes, preservation kadar penyejatan
of agricultural surface area – luas
a) products and processing of permukaan
food. temperature of the
surrounding – suhu
sekeliling

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WEEK LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
16 1.4 Discuss the differences between solute,
(26-30) Analysing solvent and solution. A student is able to: concentrated solution
April solution and Carry out activities to prepare a dilute • explain what solute, solvent and –larutan pekat
solubility. solution, a concentrated solution and a solution are, Introduce insoluble dilute solution –
saturated solution. • contrast and compare between sediments are larutan cair
dilute solution, concentrated and known as residue. nature of solute – jenis
Discuss the similarities and differences saturated solution, zat pelarut
between dilute solution, concentrated • explain what suspension is, nature of solvent –
solution and saturated solution. jenis pelarut
• explain what solubility is,
Carry out activities to illustrate the organic solvent –
differences between a solution and a • explain the factors affecting the pelarut organik
suspension. solubility of solutes in residue – baki/sisa
• water, suspension – bahan
Carry out experiments to determine the • explain the importance of water as terampai
factors affecting the solubility of a a universal solvent in life, saturated solution –
solute. • give examples on the uses of larutan tepu
�� Nature of solvent, organic solvents in our everyday sediment – bahan
�� Nature of solute, life. mendapan
�� Temperature solubility – kelarutan
solute – zat pelarut
Carry out experiments to determine the solution – larutan
factors affecting the rate of dissolving: solvent – pelarut
�� temperature, universal solvent –
�� rate of stirring, pelarut universal
�� size of solute particle. volume of solvent –
Discuss the importance of water as a isipadu pelarut
universal solvent in life.

Gather information on the application of

organic solvents in daily life.
17-19
(9-27/5) Mid year exam
(28/5-
12/6) Mid semester holiday
JUNE
20 Discussion exam papers
(13-17/6)
15
WEEK LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
JUNE 1.5 Carry out activities to study: A student is able to:
20 Analysing acid �� the properties of acid in terms of • identify the properties of acid, Caution: active metal – logam
(13-17/6) and alkali. pH value, taste, corrosive nature, effect Chemicals in the aktif
identify the properties of alkali,
on litmus paper, reaction with metals • state that acid and alkali only laboratory should alkaline substance –
such as magnesium and zinc, show their properties in the not be tasted. bahan beralkali
�� the characteristics of alkali in presence of water, concentration –
terms of pH value, taste, corrosive Use only dilute kepekatan
• explain through examples the
nature, effect on litmus paper, acid and dilute concentrated acid –
definition of acid and alkali,
�� carry out a discussion to define alkali. asid pekat
acid and alkali operationally. • identify the substances which are concentrated alkali –
acidic or alkaline in everyday life, Do not use active alkali pekat
• state the uses of acid and alkali in metals such as corrosive –
daily life, Potassium and mengkakis
Carry out activities to determine the • explain the meaning of Sodium in the dilute acid – asid cair
acidic and alkaline substances in daily neutralisation, reaction with acid dilute alkali – alkali
life. • write an equation in words to cair
describe the neutralization process, equation in words –
• explain through examples the uses persamaan perkataan
Gather information on the usage of acid of neutralisation in daily life. hydrochloric acid –
and alkali in everyday life such as in asid hidroklorik
agriculture and industry. litmus paper – kertas
litmus
Discuss on the meaning of metal – logam
neutralisation. neutralization –
peneutralan
Carry out an activity to show operational definition
neutralisation using the hydrochloric –definisi secara
acid and sodium hydroxide of the same operasi
concentration. potassium – kalium
sodium – natrium
Discuss the application of neutralisation sodium hydroxide –
in daily life e.g. using shampoo and natrium hidroksida
conditioner and, insect bite.

16
WEEK LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
21 1.6
(20-24/6) Analysing the Make a visit to a water purification site. A student is able to: The latest boiling – pendidihan
methods of water Brainstorming on the following: • list the natural sources of water, developments in chlorination –
purification. �� natural resources of water, • state the reasons for water water purification pengklorinan
�� the reasons for water purification. purification, e.g. ultra-violet distillation –
treatment can be penyulingan
• describe the various types of
Discuss the various types of water discussed. filtration – penurasan
water purification,
purification such as filtration, boiling, natural resources –
chlorination and distillation. Carry out • compare the strengths and sumber semula jadi
activities to study the various types of weaknesses of the various types of water purification site
water purification such as filtration, water purification. – loji pembersihan
boiling and distillation. air
Pupils present their findings to discuss
the strengths and weaknesses of the
various types of water purification.

THEME: MATTER IN NATURE

LEARNING AREA: 5 WATER AND SOLUTION
21 1.7
(20-24/6) Analysing the Make a visit to a water processing A student is able to: domestic uses –
water supply plant to study the water supply • describe how the water supply penggunaan domestik
system. system and stages involved in • system works, usage of water –
water purification. • explain ways to save water penggunaan air
Discuss the ways to save water. water supply system
Do a project on how much water –sistem bekalan air
the average household uses.

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WEEK LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
21
(20-24/6) 1.8 Collect and interpret data on types of A student is able to: construction –
Understanding the water pollutants which include: • give examples of water pollutants, pembinaan
preservation of �� industrial waste such as chemical • explain the effect of water deforestation –
water quality. and radioactive residues, pollution on living things, penebangan hutan
�� domestic waste such as garbage domestic waste –
• explain ways to control water
and sewage, bahan buangan
pollution,
�� chemicals from the agricultural domestik
activities such as fertilisers and • explain ways to preserve water fertiliser – baja
pesticides, and its quality. garbage – sampah-
�� siltation caused by constructions sarap
and deforestation, industrial waste –
�� accidental spillage from tankers. bahan buangan
industri
Conduct discussion on the effect of pesticide – pestisid
water pollution on living things. preservation –
Generate ideas on ways to control water pemeliharaan
pollution. radioactive residue –
sisa radioaktif
Discuss ways to conserve and preserve siltation –
water and its quality. pengelodakan
Run a campaign on ‘Love Our Rivers’. sewage – sisa / bahan
kumbahan
water pollutant –
bahan cemar air

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 LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
WEEK
LEARNING AREA: 2. AIR PRESSURE

22 2.1 Carry out an activity to discuss the A student is able to : air pressure –
(27/6- Understanding air kinetic theory of gases. • explain the existence of air tekanan
1/7) pressure. Carry out an activity to show that air udara
pressure with reference to the
exerts pressure. Kinetic Theory, appliances –
Carry out activities to show the factors • explain the factors affecting air peralatan
affecting air pressure, i.e. volume and pressure. existence –
temperature kewujudan
temperature – suhu
volume – isipadu
JULY 2.2 Collect and interpret data on appliances A student is able to: Caution: syringe – picagari
Applying the that use the principle of air pressure. • explain with examples things that Do not place tank siphon – sifon
23 principle of air containing gas spray – penyembur
use the principle of air pressure,
(4-8/7) Pressure in daily Gather information and discuss the under high pressure drinking straw –
• generate ideas to solve problems
life application of air pressure in syringe, using the principle of air pressure, near heat. penyedut minuman
siphon, spraying pump and drinking blockage – tersumbat
• relate the safety measures taken
straw. gas under high
when using gas under high
pressure – gas di
pressure.
Discuss ways of using the principle of bawah tekanan
air pressure to solve daily problems tinggi
such as blockage in sinks and pouring safety measures –
condensed milk from a can. langkah keselamatan

Gather information on how a gas tank

containing gas under high pressure
works.

Discuss the safety precautions taken

when using gas under high pressure.

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 LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
WEEK THEME: FORCE AND MOTION
LEARNING AREA: 1. DYNAMICS
1.1 Carry out activities to show pushing and A student is able to: electrostatic force –
23 Understanding pulling are forces. • state that a force is a push or a daya elektrostatik
(4-8/7) force. Carry out activities to show the effects frictional force – daya
pull,
of force (changes in shape, position, • explain the effects of forces, geseran
speed and direction). • explain the various types of gravitational force –
Carry out activities to show different forces. daya graviti
types of forces (frictional, gravitational, magnetic force – daya
electrostatic and magnetic force). magnetik
speed – kelajuan
23 1.2 Discuss the unit of force and the A student is able to:
(4-8/7) Understanding principle of a spring balance. • state the unit of force, magnitude – magnitud
the measurement Carry out activity to measure the • explain how a spring balance spring balance –
of force. magnitude of force. works, neraca spring
• measure the magnitude of force
24
Second assessment
(11-15/7)
25 1.3 Discuss with examples to show the A student is able to: existence – kewujudan
(18-22/7) Application of existence of frictional force. • explain with example the surface – permukaan
frictional force. Carry out activities to identify the existence of frictional force,
direction of frictional force and measure • state the direction and the
the magnitude of the force. magnitude of frictional force,
• carry out an experiment to show
Carry out an experiment to show how
how different types of surfaces
different types of surfaces affect the
affect frictional force,
magnitude of frictional force.
Gather information and discuss the • explain the advantages and
advantages and disadvantages of disadvantages of friction,
friction. • explain ways to increase friction,
• explain ways to reduce friction,
Carry out activities on ways to • explain with examples the
a) increase friction, application of friction in daily life.
b) reduce friction.
Discuss the application of increasing
and decreasing friction in our daily life.

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WEEK LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
25 1.4 Discuss with examples to show the A student is able to: distance – jarak
(18-22/7) Application of existence of frictional force. • explain with examples how work work – kerja
work. Carry out activities to identify the is done,
direction of frictional force and measure • state the unit of work,
the magnitude of the force. • calculate the work done.
Carry out an experiment to show how
different types of surfaces affect the
magnitude of frictional force.
Gather information and discuss the
advantages and disadvantages of
friction.

Carry out activities on ways to

a) increase friction,
b) reduce friction.
Discuss the application of increasing
and decreasing friction in our daily life.
26 1.5 Carry out activities to determine power A student is able to: power – kuasa
(25-29/7) Application of by using: • state the meaning of power,
power. Power (W) = Work (J) • state the unit of power,
Time (s) • calculate power on the work done.
26 1.6 Create an activity e.g. drawing a poster, A student is able to: sketch – lakaran
(25-29/7) Analysing the sketching or acting to show how life • describe how life will be if force
importance of would be without force. does not exist.
force in life.

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 LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
WEEK THEME: FORCE AND MOTION
LEARNING AREA: 2. SUPPPORT AND MOVEMENT

AUGUS 2.1 Carry out activities to show pushing and A student is able to: electrostatic force –
T Understanding the pulling are forces. • state that a force is a push or a daya
27 support systems in elektrostatik
pull,
(1-5/8) animals. Carry out activities to show the effects frictional force –
• explain the effects of forces,
of force (changes in shape, position, daya
• explain the various types of
speed and direction). geseran
forces.
gravitational force –
Carry out activities to show different daya
types of forces (frictional, gravitational, graviti
electrostatic and magnetic force) magnetic force –
daya
magnetik
speed – kelajuan

28 2.2 Carry out field work to study various A student is able to: Features that help
(8-12/8) Understanding the support systems of plants. • explain the various support non-woody plants
support systems in systems in woody and nonwoody include tendrils,
plants. Carry out activities to classify plants plants, thorns, air sacs in
based on their support systems. • classify plants based on their aquatic plants.
support systems
28 2.3 Discuss issues e.g. A student is able to: Beached whale –
(8-12/8) Appreciating the a) inability of whales to move back to • justify the importance of the paus
support system in sea after being washed ashore, support system to living things. yang terdampar di
living things. b) a crippled person using crutches for pantai
support. crippled – tempang
crutches – tongkak
ketiak
inability –
ketidakupayaan

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WEEK LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES

THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

LEARNING AREA: 1. STABILITY

29 1.1 Carry out activities to find the point of A student is able to: base area – luas
(15-19/8) Understanding equilibrium in regular and irregular • determine the point of equilibrium tapak
that the centre of shapes. in regular and irregular shapes, center of gravity –
gravity affects • relate the point of equilibrium as pusat graviti
stability. Carry out an experiment to find out how the centre of gravity of objects, height – ketinggian
the centre of gravity affects the stability manipulating –
• relate the centre of gravity to the
of an object by manipulating the mengubah
stability of objects.
a) height, point of equilibrium –
b) base area. titik keseimbangan
stability – kestabilan
Discuss the relationship between the
centre of gravity and stability
29 1.2 Carry out a brainstorming session on A student is able to:
(15-19/8) Appreciating the ways to improve stability. • suggest ways to improve the
importance of stability of objects around them,
stability Carry out activities like doing projects • � explain with examples the
or playing games to build models by application of stability in life.
applying the concept of stability.

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 LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
WEEK THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
LEARNING AREA: 2. SIMPLE MACHINE

30 2.1 Discuss how a small effort can A student is able to: When we open the fulcrum – fulcrum
(22-26/8) Analysing levers. overcome a large load with the use of a • list things around them that use door or use a wrench force – daya
lever. the principle of the lever, to loosen a nut, we lever – tuas
Make an observation on devices that • state what a lever can do, are applying a force load – beban
use the principles of levers. • identify load, force and fulcrum in that causes a turning perpendicular
the lever, effect to accomplish distance – jarak
Identify the load, force and fulcrum, the desired task. tegak
• classify levers,
and then classify the systems into first,
second and third class levers. • explain what is meant by the The turning effect is
moment of a force, called the moment
Discuss how humans apply the • solve problems related to levers. of a force.
principles of levers to help them
overcome large load.
Discuss that the moment of force
= force X perpendicular distance from
the pivot to force.
Carry out an activity to show the
relationship between moment and the
product of force and distance.

Solving problems related to levers using

the following formulae:
Load (N) X distance of the load from
fulcrum (m) = Force (N) X distance of
the force from the fulcrum (m)

(27/8-4/9) Second Mid year holiday

24
 LEARNING SUGGESTED LEARNING LEARNING NOTES VOCABULARY
OBJECTIIVES ACTIVITIES OUTCOMES
WEEK

2.2 Carry out a project to build a device A student is able to: design – reka
SEPTEM Appreciating the using the principle of a lever. • design or improvise a device that innovative – inovatif
BER innovative efforts use the principle of a lever
in the design of
31
machine to
(5-9/9)
simplify work.
32-35
912/9 RIVISION
-1/10)

OCTOBE
R Final Exam
36-38
(3-21/10)
NOVEM
BER
39-42 Discussion & Make exercises
(24/10-
18/11)
(19/11 – Final Year Holiday
2/1)
Prepared by

……………………………
(MAZNAH MOHAMED)

25