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Lesson 1. Date:2. Class: 1 Alif / 1 Ba3. Subject: Science4. Time: 1 hour

Topic Chapter 1: The world trough our senses

Objective By the end of learning process students should,1.1 understand the sensory organs and their function

Process

i) Learning & TeachingStudents gained information and knowledge that prepared and delivered by teacher using instructional/discussion/brainstorming/interactive CDii) CoachingTeacher as a role model guides students how to make relationship what has been learnt to the students everyday life situationsiii) TrainingTeacher trains students to develop and enhance their learning skills by answering various types of past year model questionsiv) AdvisoryTeacher advises students how to internalize / apply the topic to daily life situation. Students are encouraged to seek / acquire more relating information / knowledge that are useful to the everyday lifev) ConsultancyTeacher as a reference / an expert prepares assignments / home works that could enhance and encourage students to obtain high level of knowledge relating to learning objective by practicing over learning / continuous learning / asking other expert teachers / discovery learning

Approach 1. Instructional: Students gained information and knowledge that given by teacher via lecture And / or2. Investigational : Students get understanding by carrying out an experiment and observation during science practical session And / or3. Immersion: Students get and develop more understanding by achieving information and knowledge via internet, interactive science CD,

continuous discussion and other resources and apply them in everyday lifeMethodology Lectures / Brainstorming / Group discussion / Experiment and observation / Practical in life / Application / Role play

Activity 1. Carry out activities to make connection between the five senses, the sensory organs and the stimuli.2. Discuss what happens in our body after a stimuli is detected.

Evaluation & assessment

1. Teacher provides questions / quizzes to identify students background knowledge / to recap or refresh their previous lesson And / or2. Students are given short test / activities / word puzzles to identify their level of understanding on subject matter

0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes

Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or3. A grateful human being (Ibrahim: 7) and / or4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or 6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or7. Patience (Al – Baqarah: 153) and / or 8. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or 9. Systematic (As – Saff: 4) and / or10. Fairness (Ar – Rahman: 9)11. Moderation (Al ‘Araf: 31)

CCTS Critical Thinking (Attributing, comparing and contrasting, grouping and classifying, sequencing, prioritizing, analyzing, detecting bias, evaluating, making conclusions), Creative Thinking (generating ideas, relating, making inferences, predicting, making hypotheses, synthesizing, making generalization, visualizing, making analogies, inventing)

Teaching aids / references

SPM / PMR reference text series, interactive CD, Utusan educational PORTAL, dictionary, glossary, charts, model

Prepared by Approved by

ROSLI BIN AHMAD (Subject Teacher) US. ANAS BIN AYOB (Principal)

Lesson 1. Date:2. Class: 1 Alif / 1 Ba

3. Subject: Science4. Time: 1 hour


Objective By the end of learning process students should,1.2 understand the sense of touch

Process




Activity

1. Carry out activities to study the following:a) Structure of the human skin involved in stimuli detectionb) Sensitivity of the skin at different parts of the body towards stimuli

2. Discuss the sensitivity of the skin in connection to the following situations:a) Receiving an injectionb) Using Braille


1. Teacher provides questions / quizzes to identify students background knowledge / to recap or refresh their previous lesson And / or2. Students are given short test / activities / word puzzles to identify their level of understanding on

subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes







Lesson 1. Date:2. Class: 1 Alif / 1 Ba3. Subject: Science

4. Time: 1 hourTopic Chapter 1: The world trough our senses

Objective By the end of learning process students should,1.3 understand the sense of smell

Process


Approach1. Instructional: Students gained information and knowledge that given by teacher via lecture And / or2. Investigational : Students get understanding by carrying out an experiment and observation during science practical session And / or3. Immersion: Students get and develop more understanding by achieving information and knowledge via internet, interactive science CD,


Activity Discuss the structure of the nose and the position of the sensory cells using models, charts and other teaching aids.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes







Lesson1. Date:2. Class: 1 Alif / 1 Ba3. Subject: Science4. Time: 1 hour


Objective By the end of learning process students should,1.4 understanding the sense of taste.

Process




Activity 1. Carry out activities to detect the different areas of the tongue that respond to different tastes.2. Carry out activities to find how taste is related to smell.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes

Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or3. A grateful human being (Ibrahim: 7) and / or4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or7. Patience (Al – Baqarah: 153) and / or 8. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or 9. Systematic (As – Saff: 4) and / or10. Fairness (Ar – Rahman: 9)11. Moderation (Al ‘Araf: 31)








Objective By the end of learning process students should,

1.5 understand the sense of hearing

Process




Activity 1. Observe and identify the structure of human ear.2. Discuss the function of each part of the ear.3. Discuss the hearing mechanism.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes

Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or3. A grateful human being (Ibrahim: 7) and / or4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or7. Patience (Al – Baqarah: 153) and / or 8. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or9. Systematic (As – Saff: 4) and / or10. Fairness (Ar – Rahman: 9)11. Moderation (Al ‘Araf: 31)








Objective By the end of learning process students should,1.6 understanding the sense of sight

Process




Activity 1. Examine the cow’s eye or model of human eye2. Collect information on structure and function of each part of the eye3. Discuss how we see.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes

Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or3. A grateful human being (Ibrahim: 7) and / or4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or 6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or 7. Patience (Al – Baqarah: 153) and / or 8. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or 9. Systematic (As – Saff: 4) and / or10. Fairness (Ar – Rahman: 9)11. Moderation (Al ‘Araf: 31)








Objective By the end of learning process students should,1.7 understanding light and sight.

Process i) Learning & TeachingStudents gained information and knowledge that prepared and delivered by teacher using instructional/discussion/brainstorming/interactive CD

ii) CoachingTeacher as a role model guides students how to make relationship what has been learnt to the students everyday life situationsiii) TrainingTeacher trains students to develop and enhance their learning skills by answering various types of past year model questionsiv) AdvisoryTeacher advises students how to internalize / apply the topic to daily life situation. Students are encouraged to seek / acquire more relating information / knowledge that are useful to the everyday lifev) ConsultancyTeacher as a reference / an expert prepares assignments / home works that could enhance and encourage students to obtain high level of knowledge relating to learning objective by practicing over learning / continuous learning / asking other expert teachers / discovery learning



Activity

1. Carry out activities to study: (a) reflection of light (b) refraction of light between two mediums of different density

2. Collect information about the types of defects of vision and the contribution/use of technology to rectify them.3. Carry out activities to show what short sightedness and long sightedness are and how to correct them.4. Discuss what astigmatism is and the way to correct it.5. Carry out activities to investigate the following:

(a) optical illusion (b) blind spot

6. Discuss the connection between stereoscopic vision and monocular vision with the survival of animals.7. Gather information about the device to overcome the limitation of sight.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes

Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or3. A grateful human being (Ibrahim: 7) and / or4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or 6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or 7. Patience (Al – Baqarah: 153) and / or 8. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or 9. Systematic (As – Saff: 4) and / or10. Fairness (Ar – Rahman: 9)11. Moderation (Al ‘Araf: 31)








Objective By the end of learning process students should,1.8 understand sound and hearing

Process i) Learning & TeachingStudents gained information and knowledge that prepared and delivered by teacher using instructional/discussion/brainstorming/interactive CDii) Coaching

Teacher as a role model guides students how to make relationship what has been learnt to the students everyday life situationsiii) TrainingTeacher trains students to develop and enhance their learning skills by answering various types of past year model questionsiv) AdvisoryTeacher advises students how to internalize / apply the topic to daily life situation. Students are encouraged to seek / acquire more relating information / knowledge that are useful to the everyday lifev) ConsultancyTeacher as a reference / an expert prepares assignments / home works that could enhance and encourage students to obtain high level of knowledge relating to learning objective by practicing over learning / continuous learning / asking other expert teachers / discovery learning



Activity

1. Carry out activities to investigate: (a) the production of sound (b) the need of medium for sound to travel (c) the reflection and absorption of sound

2. Collect information about (a) the defects of hearing (b) ways to rectify the defects of hearing

3. Discuss the limitations of hearing and ways of improving it.4. Carry out activities to investigate the need for stereophonic hearing in determining the direction of sound.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,1.9 understand the stimuli and responses in plants.

Process i) Learning & TeachingStudents gained information and knowledge that prepared and delivered by teacher using instructional/discussion/brainstorming/interactive CDii) CoachingTeacher as a role model guides students how to make relationship what has been learnt to the students everyday life situations

iii) TrainingTeacher trains students to develop and enhance their learning skills by answering various types of past year model questionsiv) AdvisoryTeacher advises students how to internalize / apply the topic to daily life situation. Students are encouraged to seek / acquire more relating information / knowledge that are useful to the everyday lifev) ConsultancyTeacher as a reference / an expert prepares assignments / home works that could enhance and encourage students to obtain high level of knowledge relating to learning objective by practicing over learning / continuous learning / asking other expert teachers / discovery learning



Activity 1. Carry out experiments to investigate and identify:

(a) Stimuli detected by plants(b) The parts of the plants sensitive to specific stimulus.

2. Discuss in what ways the response of plants towards stimuli are important for their survival.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes








Topic Chapter 2: Nutrition

Objective By the end of learning process students should,2.1 analyzing the classes of food

Process i) Learning & TeachingStudents gained information and knowledge that prepared and delivered by teacher using instructional/discussion/brainstorming/interactive CDii) CoachingTeacher as a role model guides students how to make relationship what has been learnt to the students everyday life situationsiii) TrainingTeacher trains students to develop and enhance their learning skills by answering various types of past year model questions

iv) AdvisoryTeacher advises students how to internalize / apply the topic to daily life situation. Students are encouraged to seek / acquire more relating information / knowledge that are useful to the everyday lifev) ConsultancyTeacher as a reference / an expert prepares assignments / home works that could enhance and encourage students to obtain high level of knowledge relating to learning objective by practicing over learning / continuous learning / asking other expert teachers / discovery learning



Activity 1. Discuss the classes of food i.e. carbohydrate, protein, fats, vitamins, minerals, fibre and water and state their functions.2. Carry out activities to test for starch (iodine solution), glucose (Benedict solution), protein (Millon’s reagent) and fats (alcohol-emulsion test).



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,2.2 evaluate the importance of a balanced diet.

Process i) Learning & TeachingStudents gained information and knowledge that prepared and delivered by teacher using instructional/discussion/brainstorming/interactive CDii) CoachingTeacher as a role model guides students how to make relationship what has been learnt to the students everyday life situationsiii) TrainingTeacher trains students to develop and enhance their learning skills by answering various types of past year model questionsiv) Advisory

Teacher advises students how to internalize / apply the topic to daily life situation. Students are encouraged to seek / acquire more relating information / knowledge that are useful to the everyday lifev) ConsultancyTeacher as a reference / an expert prepares assignments / home works that could enhance and encourage students to obtain high level of knowledge relating to learning objective by practicing over learning / continuous learning / asking other expert teachers / discovery learning



Activity

1. Discuss:a) What a balanced diet is,b) The factors that determine a person’s balanced diet: age, size, sex, job, climate, state of health.

2. Collect food wrappers that show calories value of food and make a list to show the calorie value for each type of food3. Discuss to estimate the calories of food taken in a meal4. Plan a balanced diet for a day. (breakfast, lunch and dinner0



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,2.3 understand the digestive system in man

Process i) Learning & TeachingStudents gained information and knowledge that prepared and delivered by teacher using instructional/discussion/brainstorming/interactive CDii) CoachingTeacher as a role model guides students how to make relationship what has been learnt to the students everyday life situationsiii) TrainingTeacher trains students to develop and enhance their learning skills by answering various types of past year model questionsiv) AdvisoryTeacher advises students how to internalize / apply the topic to daily life situation. Students are encouraged to seek / acquire more relating information / knowledge that are useful to the everyday life

v) ConsultancyTeacher as a reference / an expert prepares assignments / home works that could enhance and encourage students to obtain high level of knowledge relating to learning objective by practicing over learning / continuous learning / asking other expert teachers / discovery learning



Activity 1. Discuss that digestion is the breakdown of large food molecules into smaller soluble molecules that can be readily absorbed by the body.2. Identify parts of the digestive system and the flow of food particles in the alimentary canal using models/charts/CD ROM.3. Discuss the functions of the various organs in the digestive system and the enzymes found.4. Carry out activities to show the action of the enzyme in the saliva on starch.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,2.4 understand the process of absorption of digested food.

Process i) Learning & TeachingStudents gained information and knowledge that prepared and delivered by teacher using instructional/discussion/brainstorming/interactive CDii) CoachingTeacher as a role model guides students how to make relationship what has been learnt to the students everyday life situationsiii) TrainingTeacher trains students to develop and enhance their learning skills by answering various types of past year model questionsiv) AdvisoryTeacher advises students how to internalize / apply the topic to daily life situation. Students are encouraged to seek / acquire more relating information / knowledge that are useful to the everyday lifev) Consultancy

Teacher as a reference / an expert prepares assignments / home works that could enhance and encourage students to obtain high level of knowledge relating to learning objective by practicing over learning / continuous learning / asking other expert teachers / discovery learning



Activity 1. Discuss the process of absorption of the products of digestion in the small intestine.2. Carry out an experiment to show the absorption of glucose through a Visking tube.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,2.5 Understand the reabsorption of water and defecation

Process




Activity 1. Discuss the reabsorption of water by the large intestine and the process of defecation.2. Discuss the importance of good eating habits to avoid constipation.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,2.6 Put into practice the habits of healthy eating.

Process


Approach 1. Instructional: Students gained information and knowledge that given by teacher via lecture And / or

2. Investigational : Students get understanding by carrying out an experiment and observation during science practical session And / or3. Immersion: Students get and develop more understanding by achieving information and knowledge via internet, interactive science CD,


Activity 1. Plan and carry out a healthy eating habits.2. Discuss the following topics;

a) Practicing good eating habits i.e. eating nutritious food and eating in moderation,b) The generous distribution of food to the underprivileged / needy,c) Cultural practices in dining conforming to sensitivities and religious beliefs.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes








Topic Chapter 3: Biodiversity

Objective By the end of learning process students should,3.1 Understand variety of living organism and their classification.

Process


Approach 1. Instructional: Students gained information and knowledge that given by teacher via lecture And / or2. Investigational : Students get understanding by carrying out an experiment and observation during science practical session And / or

3. Immersion: Students get and develop more understanding by achieving information and knowledge via internet, interactive science CD, continuous discussion and other resources and apply them in everyday life

Methodology Lectures / Brainstorming / Group discussion / Experiment and observation / Practical in life / Application / Role play

Activity

1. Discuss the diversity in the general characteristics of living organisms.2. Collect and classify various plants and animals into a system based on common characteristics.

- Animal: invertebrate, vertebrate, mammal, fish, bird, amphibian, reptile- Plant: flowering plant, non-flowering plant, monocotyledon, dicotyledon.- Build a concept map on living organisms based on the classification above.

3. Discuss the importance of maintaining the biological diversity as one of the country’ natural heritage.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes








Topic Chapter 4: Interdependence Among Living Organisms And The Environment

Objective By the end of learning process students should,4.1 analyze the interdependence among living organisms.

Process



continuous discussion and other resources and apply them in everyday life

Methodology Lectures / Brainstorming / Group discussion / Experiment and observation / Practical in life / Application / Role play

Activity 1. Carry out a field work to study species, habitat, population, community in an ecosystem.2. Carry out a discussion on interdependence among living organism and the environment to create a balanced ecosystem.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes

Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or3. A grateful human being (Ibrahim: 7) and / or4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or7. Patience (Al – Baqarah: 153) and / or8. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or9. Systematic (As – Saff: 4) and / or10. Fairness (Ar – Rahman: 9)11. Moderation (Al ‘Araf: 31)








Objective By the end of learning process students should,4.2 evaluate the interaction between living organisms.

Process




Activity

1. Collect and interpret data on the types of interactions between living organisms as follows:a) Prey-predatorb) Symbiosis: commensalism, mutualism and parasitism

e.g. remora and shark, algae and fungi, tape worm and manc) competition

2. Conduct an activity to show the importance of the interaction between organisms and environment.3. Discuss the advantages of biological control in regulating the numbers of pests in certain areas.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,4.3 Synthesize food web

Process




Activity 1. Collect and interpret data on the producer, consumer, decomposer and pyramid number.

2. Construct a food web from a few food chains and identify the producer, consumer and decomposer.3. Discuss the energy flow in the food web constructed.4. Conduct a game to show the effects of an increase or decrease in the number of organisms in a pyramid number. Discuss the

consequences if a component of living organism in an ecosystem is missing.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,4.4 Analyze Photosynthesis

Process




Activity 1. Carry out discussion on what photosynthesis is.2. Carry out experiments to determine the factors needed for photosynthesis i.e. carbon dioxide, water, light and chlorophyll.

3. Discuss the importance of photosynthesis in maintaining a balanced ecosystem.4. Discuss the carbon and oxygen cycles.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,4.5 Understand the properties of oxygen and carbon dioxide

Process




Activity 1. Collect and interpret data on the conservation and preservation of living organisms.2. Carry out a field work in a natural forest reserve (wetlands, highland forest or tropical rain forest) or an animal sanctuary to study the

conservation and preservation of living organisms.3. Carry out a discussion on how the improvement in science and technology helps in the conservation and preservation of living organisms.

4. 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.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,4.6 Evaluate the role of man in maintaining the balance in nature.

Process




Activity 1. Carry out a brainstorming session to discuss the environmental issues affecting the balance in nature and show to solve it.2. Carry out a discussion to justify that man needs stable and productive ecosystem to ascertain a harmonious life.



subject matter

0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes








Topic Chapter 5: Water and Solution.

Objective By the end of learning process students should,5.1 Analyze the physical characteristics of water

Process




Activity 1. Carry out activities to determine the following:

The freezing point of water The boiling point of water

2. Carry out an activity to observe the effects of impurities on physical characteristics of water.Evaluation & assessment


subject matter

0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,5.2 Analyze the composition of water

Process




Activity Carry out an electrolysis to determine the ratio of hydrogen to oxygen in a molecule of water.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,5.3 Analyze the process of evaporation of water

Process




Activity

1. Carry out experiments to study the factors affecting the rate of evaporation of water .e. humidity, the temperature of the surrounding, surface area and the movement of air.

2. Discuss the factors affecting the rate of evaporation in relation to the Kinetic Theory.3. Discuss the similarities and difference between evaporation and boiling.4. Gather information on evaporation process and its application in daily life. i.e. drying of clothes, preservation of agricultural products and

processing food.Evaluation & assessment


subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,5.4 Analyze solution and solubility.

Process




Activity

1. Discuss the difference between solute, solvent and solution. Carry out activities to prepare a dilute solution, a concentrated solution and saturated solution.

2. Discuss the similarities and difference between dilute, solution, concentrated solution and saturated solution.3. Carry out activities to illustrate the difference between a solution and a suspension.4. Carry out experiments to determine the factors affecting the solubility of a solute

Nature of solvent Nature of solute Temperature

5. Carry out experiments to determine the factors affecting the rate of dissolving: Temperature Rate of stirring Size of solute particle

6. Discuss the importance of water as a universal solvent in life.7. Gather information on the application of organic solvents in daily life.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,5.5 Analyze acid and alkali.

Process




Activity

1. Carry out activities to study: The properties of acid in terms of pH value, taste, corrosive nature, effect on litmus paper, reaction with metals such as magnesium

and zinc. The characteristic of alkali in terms of pH value, taste, corrosive nature, effect on litmus paper. Carry out a discussion to define acid and alkali operationally

2. Carry out activities to determine the acidic and alkaline substances in daily life.3. Gather information on the usage of acid and alkali in everyday life such as in agriculture and industry.4. Discuss on the meaning of neutralization.5. Carry out an activity to show neutralization using the hydrochloric acid and sodium hydroxide of the same concentration.6. Discuss the application of neutralization in daily life e.g. using shampoo and conditioner and insect bite.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









Objective By the end of learning process students should,5.6 Analyze the methods of water purification.

Process




Activity

1. Make a visit to a water purification site.2. Brainstorming on the following:

Natural resources of water The reasons for water purification

3. Discuss the various types of water purification such as filtration, boiling, chlorination and distillation. Carry out activities to study the various types of water purification such as filtration, boiling and distillation.

4. Pupils present their findings to discuss the strengths and weaknesses of various types of water purification



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or

3. A grateful human being (Ibrahim: 7) and / or4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or7. Patience (Al – Baqarah: 153) and / or8. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or9. Systematic (As – Saff: 4) and / or10. Fairness (Ar – Rahman: 9)11. Moderation (Al ‘Araf: 31)








Objective By the end of learning process students should,5.7 Analyze the water supply system

Process




Activity 1. Make a visit to water processing plant to study the water supply system and stages involved in water purification.2. Discuss the ways to save water. Do a project on how much water the average household uses.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or3. A grateful human being (Ibrahim: 7) and / or4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or7. Patience (Al – Baqarah: 153) and / or1. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or

2. Systematic (As – Saff: 4) and / or3. Fairness (Ar – Rahman: 9)4. Moderation (Al ‘Araf: 31)







Topic Chapter 5: Water and Solution

Objective By the end of learning process students should,5.8 Understand the preservation of water quality.

Process




Activity

1. Collect and interpret data on types of water pollutants which includes: Industrial waste such as chemical and radioactive residues Domestic waste such as garbage and sewage Chemicals from the agricultural activities such as fertilizers and pesticides Siltation caused by constructions and deforestation Accidental spillage from tankers

2. Conduct discussion on the effect of water pollution on living things.3. Generate ideas on ways to control water pollution.4. Discuss ways to conserve and preserve water and its quality. Run a campaign on ‘Love Our Rivers’



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or3. A grateful human being (Ibrahim: 7) and / or

4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or7. Patience (Al – Baqarah: 153) and / or8. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or9. Systematic (As – Saff: 4) and / or10. Fairness (Ar – Rahman: 9)11. Moderation (Al ‘Araf: 31)







Topic Chapter 6: Air Pressure

Objective By the end of learning process students should,6.1 Understand air pressure.

Process




Activity 1. Carry out an activities to discuss the Kinetic theory of gases.2. Carry out an activity to show that air exerts pressure.3. Carry out activities to show the factors affecting air pressure, i.e. volume and temperature



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes


CCTS Critical Thinking (Attributing, comparing and contrasting, grouping and classifying, sequencing, prioritizing, analyzing, detecting bias,

evaluating, making conclusions), Creative Thinking (generating ideas, relating, making inferences, predicting, making hypotheses, synthesizing, making generalization, visualizing, making analogies, inventing)






Topic Chapter 6: Air Pressure

Objective By the end of learning process students should,6.2 Apply the principle of air pressure in daily life.

Process




Activity

1. Collect and interpret data on appliances that use the principle of air pressure.2. Gather information and discuss the application of air pressure in syringe, siphon, spraying pump and drinking straw.3. Discuss ways of using the principle of air pressure to solve daily problems such as blockage in sinks and pouring condensed milk from a

can.4. Gather information on how a gas tank containing gas under high pressure works.5. Discuss the safety precautions taken when using gas under high pressure.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or3. A grateful human being (Ibrahim: 7) and / or4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or7. Patience (Al – Baqarah: 153) and / or8. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or9. Systematic (As – Saff: 4) and / or10. Fairness (Ar – Rahman: 9)

11. Moderation (Al ‘Araf: 31)







Topic Chapter 7: Dynamics

Objective By the end of learning process students should,7.1 Understand force

Process




Activity 1. Carry out activities to show pushing and pulling are forces.2. Carry out activities to show the effects of force (changes in shape, position, speed and direction).3. Carry out activities to show different types of forces (frictional, gravitational, electrostatic and magnetic force)



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes



Teaching aids SPM / PMR reference text series, interactive CD, Utusan educational PORTAL, dictionary, glossary, charts, model

/ references




Topic Chapter 7: Dynamics

Objective By the end of learning process students should,7.2 Understand the measurement of force.

Process




Activity 1. Discuss the unit of force and the principle of a spring balance.2. Carry out an activity to measure the magnitude of force.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes







Lesson 1. Date:2. Class: 1 Alif / 1 Ba3. Subject: Science4. Time: 1 hour

Topic Chapter 7: DynamicsObjective By the end of learning process students should,

7.3 Application of frictional force.

Process




Activity

1. Discuss with examples to show the existence of frictional force.2. Carry out activities to identify the direction of frictional force and measure the magnitude of force.3. Carry out an experiment to show how different types of surfaces affect the magnitude of frictional force.4. Gather information and discuss the advantages and disadvantages of friction.5. Carry out activities on ways to

a) Increase frictionb) Reduce friction

6. Discuss the application of increasing and decreasing friction in our daily life.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or3. A grateful human being (Ibrahim: 7) and / or4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or7. Patience (Al – Baqarah: 153) and / or 8. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or 9. Systematic (As – Saff: 4) and / or10. Fairness (Ar – Rahman: 9)

11. Moderation (Al ‘Araf: 31)








7.4 Application of work.

Process




Activity 1. Discuss with examples to show work is done when an object is moved by a force.2. Carry out activities to determine the work done by using:

Work (J) = Force (N) X Distance (m)



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes









7.5 Application of power.

Process




Activity Carry out activities to determine power by using:Power (W) = Work (J) Time (s)



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes



Teaching aids SPM / PMR reference text series, interactive CD, Utusan educational PORTAL, dictionary, glossary, charts, model

/ references





7.6 Analyze the importance of force in life.

Process




Activity Create an activity e.g. drawing a poster, sketching or acting to show how life be without force.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes

Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or3. A grateful human being (Ibrahim: 7) and / or4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or7. Patience (Al – Baqarah: 153) and / or8. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or9. Systematic (As – Saff: 4)10. Moderation (Al ‘Araf: 31)







Topic Chapter 8: Support and Movement

Objective By the end of learning process students should,8.1 Understand the support systems in animals.

Process




Activity

1. Gather information and discuss the various support systems ina) Land and aquatic vertebratesb) Land and aquatic invertebrates

2. Carry out discussions on the following:a) Similarities and differences between support systems in land and aquatic vertebratesb) Similarities and differences between support systems in land and aquatic invertebrates.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes

Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or3. A grateful human being (Ibrahim: 7) and / or4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or 7. Patience (Al – Baqarah: 153) and / or8. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or 9. Systematic (As – Saff: 4) and / or10. Fairness (Ar – Rahman: 9)11. Moderation (Al ‘Araf: 31)








Objective By the end of learning process students should,8.2 Understand the support systems in plants

Process




Activity 1. Carry out field work to study various support systems of plants.2. Carry out activities to classify based on their support systems.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes

Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or3. A grateful human being (Ibrahim: 7) and / or4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or 7. Patience (Al – Baqarah: 153) and / or 8. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or9. Systematic (As – Saff: 4) and / or10. Fairness (Ar – Rahman: 9)11. Moderation (Al ‘Araf: 31)








Objective By the end of learning process students should,8.3 Appreciate the support system in living things.

Process




Activity 1. Discuss issues e.g.a) Inability of whales to move back to sea after being washed ashoreb) A crippled person using crutches for support.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes

Teacher educates students to change and develop their behaviours / personalities / character to be1. A thankful person (Ibrahim: 37) and / or2. A lifelong learners and / or3. A grateful human being (Ibrahim: 7) and / or4. Accountability (Al – Qiyamah: 36) and / or5. Discipline (Al – Anfal: 25, As – Saff: 3 – 4, At – Tahrim: 6) and / or6. Cooperation (An – Nisa’: 36 & 85, Al – Ma’idah: 2) and / or7. Patience (Al – Baqarah: 153) and / or 8. Honesty (Qaf: 16 – 18, An – Nisa’ 142) and / or9. Systematic (As – Saff: 4) and / or10. Fairness (Ar – Rahman: 9)11. Moderation (Al ‘Araf: 31)







Topic Chapter 9: Stability

Objective By the end of learning process students should,9.1 Understand that the centre of gravity affects stability.

Process




Activity 1. Carry out activities to find the point p\of equilibrium in regular and irregular shapes.2. Carry out an experiment to find out how the centre of gravity affects the stability of an object by manipulating the

a) Heightb) Base area

3. Discuss the relationship between the centre of gravity and stability.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes








Topic Chapter 9: Stability

Objective By the end of learning process students should,9.2 Appreciate the importance of stability.

Process




Activity 1. Carry out a brainstorming session on ways to improve stability.2. Carry out activities like doing projects or playing games to build models by applying the concept of stability.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes








Topic Chapter 10: Simple Machine

Objective By the end of learning process students should,10.1 Analyze levers

Process




Activity

1. Discuss how a small effort can overcome a large load with the use of a lever.2. Make an observation on devices that use the principle of levers. Identify the load, force and fulcrum and then classify the systems into first,

second and third class levers. Discuss how humans apply the principles of levers to help them overcome large load.3. Discuss that the moment of force = force X perpendicular distance from the pivot to force.4. Carry out an activity to show the relationship between moment and the product of force and distance.5. Solving problems related to levers using the following formulae:

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



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes








Topic Chapter 10: Simple Machine

Objective By the end of learning process students should,10.2 Appreciate the innovative efforts in the design of machine to simplify work.

Process




Activity Carry out a project to build device using the principle of lever.



subject matter 0 – 25 % 26 – 50 % 51 – 75 % 76 – 100 %

Outcomes







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