yearly planning science1 edited (1)

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YEARLY PLANNING FOR SCIENCE FORM 1

SMK BAHAU

2011

THEME: INTRODUCING SCIENCELearning Area: 1. Introduction to Science

W LearningObjectives

Learning Outcomes Suggested Learning Activities CCTS Morals Value

1 1.1Understandingthat science ispart ofeveryday life.

A student is able to:- list what he sees

around him- that is related to

science,- explain the

importance ofscience ineveryday life,

- name somecareers in sciencesuch as:

a) science teachersb) doctors

c) engineersd) environmental scientists

Describe examples of natural phenomena that students seearound them:a) growth of human from a baby to an adult,b) fall of a ball to the ground,c) melting of ice.

Discuss the uses and benefits of science in everyday life.Attend talks on careers in science.

Relating Comparing Analysing Visualising

Appreciate nature

Having interest andcuriosity towardsthe environment.

Appreciating thecontribution ofscience.

1.2Understandingthe steps inscientificinvestigation.

A student is able to:- state the steps in a

scientific investigation/experiment,

-carry out a scientificinvestigation.

Carry out a scientific investigation/experiment,

e.g. To find out what affects thenumber of times a pendulum swings back and forth in a giventime (oscillations).

Makinghypothesis Relating Analyzing

Appreciating thecontribution ofscience

Being honest andaccurate inrecording andvalidating data.

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2 Students will be:

a) determining what they want to find out (identifying theproblem),b) making a smart guess (forming a hypothesis),c) planning how to test the hypothesis (planning the experiment)- identifying the variables,- determining the apparatus and materials required,- determining the procedure to carry out the experiment, methodto collect and analyze data.d) carrying out the experiment,e) writing down what has been observed (collecting data),

f) finding a meaning for what has been observed (analysing andinterpreting data),g) deciding whether the hypothesis is true (making conclusions),h) writing a report on the investigation (reporting). Students canbe asked to report their investigations to the class.

They should emphasise the steps they have taken; what theyhave changed; what they have kept the same and what they havemeasured.

THEME:INTRODUCINGSCIENCE

Learning Area: 1.Introduction toScience

W Learning Learning Outcomes Suggested Learning Activities CCTS Morals Value

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1.3Knowingphysicalquantities andtheir units.

A student is able to:- state th

e physicalquantities length,mass, time,temperature andelectric current,

- state the S.I. unitsand thecorrespondingsymbols for thesephysical quantities,

- state the symbolsand values ofprefixes for unit oflength and mass:milli-, centi-, andkilo-,

- identify and useappropriateprefixes in themeasurement oflength and mass.

Identify physical quantities (length, mass, time, temperature andelectric current), their values and units found on productdescriptions.

Find words with the prefixes used in measurements such as kilo-,centi-, and milli- .

Find the symbols used for these units of measurement.

Find the values of these prefixes.

Identifyingcriteria suchascharacteristics,features,qualities andelements of a

concept or anobject.

Appreciating thecontribution ofscience andtechnology.

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2011Objectives

1 1.4Understandingthe use ofmeasuringtools.

A student is able to:

- choose the righttool and measurelength,

- estimate the areaof regular andirregular shapesusing graph paper,

- choose the righttool and measurethe volume ofliquid,

- choose the righttool to measure thebody temperatureand thetemperature of aliquid,

- determine thevolume of solid

using the waterdisplacementmethod.

Measure the lengths of straightlines, curves and the diameters of objects using rulers, threadsand calipers.

Estimate the areas of regular and irregular shapes using graph

paper.

Measure the volume of liquids using measuring cylinders,pipettes and burettes.

Determine the volume of regular and irregular solids using thewater displacement method.

Measure the body temperature and the temperature of water.

Discuss the right choice of tools in making measurements.

Apply the above measuring skills in the context of experiments.

Arrangingobjects andinformation inorder based onthe quality or

quantity ofcommoncharacteristicsorfeatures suchas size, time,shape ornumber.

Being honest andaccurate in recordingand validating data.

1.5Understandingthe concept ofmass.


- determine theweight of anobject,

- - explain theconcept of weight,

Find the weights of different objects using a spring balance.

Discuss weight as the pull of the earth (gravitational force) on anobject.

Relating Makinginferences Makingconclusion




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of mass,- determine the

mass of an object,

- explain thedifference between

mass and weight,- apply the use of

spring and beam/lever balance inthe context of anexperiment.

matter.Find the mass of different objects using beam balance or leverbalance.

Discuss the difference between mass and weight.

Apply the skills of using spring balance and beam/lever balancein the context of an experiment.

MakingInferences

ComparingandContrasting

Being honest andaccurate in recordingand validating data.

1.6Realising theimportance ofstandard unitsin everydaylife.


- give examples ofproblems that mayarise if standardunits are not used.

Discuss the various units of measurements, e.g. units for length(foot, yard, chain, mile, meter, kilometer), units for weight (pound,ounce, kati, tahil, gram, kilogram).

Act out a scene to show the problems caused by not usingstandard units e.g. buying things at the market.

Discuss the advantages and disadvantages of using different unitsof measurement.

Being honest andaccurate in recordingand validating data.Appreciating thecontribution ofscience andtechnology.

THEME: MAN AND THE VARIETY OF LIVING THINGSLearning Area: 1. Cell as a Unit of Life

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1.1Understandingcells.

A student is able to:- identify that cell is

the basic unit of

living things,- prepare slides

following theproper procedure,

- use a microscopeproperly,

- identify the generalstructures ofanimal cells andplant cells,

- draw the generalstructure of ananimal cell and aplant cell,

- label the generalstructure of an

animal cell and aplant cell,

- state the functionof each cellstructure,

- state thesimilarities anddifferencesbetween an animal

- cell and a plantcell.

Gather information on living organisms and identify the smallestliving unit that makes up the organism.

Prepare slides of cheek cells and onion cells.

Study the general structure of cheek cells and onion cells under amicroscope using the correct procedure.

Draw and label the different structures of an animal cell and aplant cell.Compare an animal cell to a plant cell.

Gather information on cell structures and discuss their functions.

Attributing Classifying Comparing

andcontrasting

Appreciating thecontribution ofscience and

technology.

Being diligentand persevering

Being objective.

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1.2Understandingunicellularorganism andmulticellularorganism.

A student is able to:- state the meaning

of unicellular- organism and

multicellular- organism,

- give examples ofunicellular

- organism andmulticellular

- organism.

Gather information about unicellular organisms and multicellularorganisms.

Provide students with picture cards, name cards, cards with thelabels unicellular and multicellular.

Students match the three cards for each organism.

Observe examples of unicellular organisms and multicellularorganisms under a microscope.

Producing or givingideas in adiscussion.

Being thankful toGod.

Beingsystematic.

1.3Understanding

that cells formtissues, organsand systems inthe humanbody.

A student is able to:- name the different

types of humancells,

- state the functionof different typesof human cells,

- arrangesequentially cellorganisation fromsimple to complexusing the termscell,

- tissue, organ,system andorganism.

Gather information and discuss the following:

a) types of human cells,b) functions of different types of human cells.

Use a graphic organiser (e.g. ladder of hierarchy) to show thehierarchy of cell organisation:

cell tissue organ system organism

relating attributing comparing and

contrasting classifying

Realising thatscience is a

means tounderstandnature.

Being thankful togod.

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1.4Realising thathumans arecomplexorganisms.


- explain why humanbeings are complexorganisms.

Discuss why human beings are complex organisms. Relating Attributing Making

conclusion

Realizing thatscience is ameans tounderstandnature.

THEME: MATTER IN NATURELearning Area: 1. Matter



1.1Understandingthat matter hasmassand occupiesspace.

A student is able to:- state that things

have mass andoccupy space,- explain what

matter is,- relate things and

matter,

- carry out activitiesto show that air,water, soil andliving things

- have mass andoccupy space.

Through activities, show that things such as book, air, water, soiland living things have mass and occupy space.

Discuss what matter is.

List examples of matter.

Relating Makingconclusion


Being objective

1.2Understandingthe threestates of

A student is able to:- state that matter is

made up ofparticles,

Gather information and discuss

a) what matter is made up of,

Makinganalogies

Realizing thatscience is ameans tounderstand

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2011matter. - state the three

states of matter,

- state thearrangement ofparticles in thethree states of

- matter,- state the

differences in themovement ofparticles in thethree states ofmatter.

b) what the three states of matter are.

Compare the three states of matter in terms of:

a) the arrangement of particles,

b) the movement of particles.

Simulate the arrangement and movement of particles in the threestates of matter.

nature.

THEME: MATTER IN NATURELearning Area: 1. Matter



1.3

Understandingthe concept ofdensity.


- define density,explain why someobjects and liquidsfloat,

- solve simpleproblems related todensity,

- carry out activitiesto explore thedensities of objectsand liquids.

Recall the definition of density.

Through activities, find the densities of:

a) objects with regular shape and objects with irregular shape,

b) different liquids.

Discuss why some objects and liquids float by relating to density.

Makinghypothesis

Comparing &contrasting

Sequencing Making

conclusion

Being honest and

accurate inrecording andvalidating data.

Systematic

Having criticaland analyticalthinking.

1.4Appreciatingthe use ofproperties ofmatter ineveryday life.


- describe how manuses the differentstates of matter,

- describe how manapplies the concept

Gather information and discuss how:a) man uses his knowledge of different states of matter to storeand transport gases and liquids,

b) man uses the concept of density in making rafts, floats etc.Carry out an activity to explore the applications of the concept offloating and sinking related to density.

Relating Comparing &

contrasting

Generating


Having critical

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2011of density,

- carry out anactivity to explorethe applications ofthe concept offloating and sinkingrelated to density.

ideas

Makingconclusion

and analyticalthinking.

THEME: MATTER IN NATURELearning Area: 2. The Variety of Resources on EarthW Learning

ObjectivesLearning Outcomes Suggested Learning Activities CCTS Morals Value

2.1Knowing thedifferentresources on

earth.

A student is able to:- l is t the resources

on earth needed tosustain life,

- l is t the resourceson earth used ineveryday life.

Gather information about the resources on earth, i.e. water, air,soil, minerals, fossil fuels and living things.

Comparing &contrasting

Relating Grouping &

classifying

Having interestand curiositytowards theenvironment.

Being thankful toGod

Appreciating thebalance ofnature.

2.2Understandingelements,compoundsand mixtures.


- state whatelements,compounds andmixtures are,

- give examples ofelements,compounds andmixtures,

- state thedifferencesbetween elements,compounds and

- mixtures,

Gather information and discuss

a) what elements, compounds and mixtures are,

b) what metals and nonmetals are,

c) examples of elements, compounds, mixtures, metals and non-metals.Compare and contrast the properties of elements, compounds and

mixtures.

Attributing Comparing &

contrasting

Classifying Making

generalization

s.

Having critical &analyticalthinking.

Having aninterest andcuriosity towardsthe environment.

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2011- carry out activities

to compare andcontrast theproperties ofdifferent metalsand nonmetals,

- classify elementsas metals and non-metals based ontheircharacteristics,

- give examples ofmetals and non-metals,

Carry out activities to compare the properties of metals and non-metals in terms of appearance, hardness, conductivity of heat andconductivity of electricity.

THEME: MATTER IN NATURELearning Area: 2. The Variety of Resources on Earth

W Learning

Objectives


A student is able to:- carry out activities

to separate thecomponents of amixture.

Carry out activities to separate the components of mixtures e.g.

a) mixture of iron filings and sulphur powder,b) mixture of sand and salt.

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20112.3Appreciatingthe importanceof the varietyof earthsresources toman.

A student is able to:- explain the

importance ofvariety of earthsresources to man,

- state the meaningof the preservationand conservationof resources onearth,

- state theimportance of thepreservation andconservation ofresources on earth,

- pract ise reducingthe use, reusingand recycling ofmaterials.

Discuss the importance of earths resources (water, air, soil, minerals,fossil fuels and living things) to man.

Draw a concept map to show the relationship between theseresources to the basic needs of life.

Gather information on the preservation and conservation of

resources on earth.

Discuss the importance of the preservation and conservation ofresources on earth (e.g. recycling of paper reduces the cutting downof trees; conserving clean water prevents water shortage).Carry out a project, campaign or competition on reducing the use,reusing and recycling of materials

e.g. using old unfinished exercise books as note books and collectingold newspapers.

Relating Evaluating Prioritizing

Having aninterest andcuriosity towardsthe environment.


THEME: MATTER IN NATURELearning Area: 3. The Air Around Us

W Learning

Objectives


3.1Understandingwhat air is

A student is able to:- state what air is made up of,- explain why air is a mixture,

Gather information on:

a) the composition of air,

Attributing Having aninterest andcuriosity towards

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2011made up of (thecomposition ofair).

- state the percentage ofnitrogen, oxygen and carbondioxide in air,

- carry out activities to show:

a) the percentage of oxygen in air,

b) that air contains water vapour,microorganisms and dust.

b) the percentage of nitrogen, oxygen and carbondioxide in air.

Carry out activities to show:

a) the percentage of oxygen in air,

that air contains water vapour, microorganisms and dust.

Relating

Comparing&contrasting

the environment.


Thinkingrationally.

3.2Understandingthe propertiesof oxygen andcarbon dioxide.

A student is able to:- list the properties of oxygen

and carbon dioxide,- identify oxygen and carbon

dioxide based on theirproperties,

- choose a suitable test foroxygen and carbon dioxide

Gather information on the properties of oxygen andcarbondioxide.

Carry out activities to show the properties of oxygen andcarbon dioxide in the following aspects:

a) solubility in water,b) reaction with sodium hydroxide,c) the effect on: glowing and burning wooden splinter,litmus paper, lime water, bicarbonate indicator.

Attributing Analyzing Making

inferences

Relating Predicting

Being fair andjust.

Thinkingrationally.

Being confidentand independent.


W LearningObjectives Learning Outcomes Suggested Learning Activities CCTS Morals Value

3.3Understanding


- state that energy, carbonGather information and discuss respiration. Attributing Having a critical

and analytical

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2011that oxygen isneeded inrespiration.

dioxide and water vapour arethe products of respiration,

- relate that living things useoxygen 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 toshow that living things useoxygen and give out carbondioxide during respiration.

Carry out an experiment to show that during respiration,living things

(a) use oxygen,(b) give out carbon dioxide.

Relating thinking .Being objective

Thinkingrationally.




3.4Understandingthat oxygen isneeded forcombustion(burning).

A student is able to:- state what combustion is,- state that oxygen is needed

for combustion,- list the products of

combustion,

- carry out experiments toinvestigate combustion.

Gather information and discuss combustion.

Carry out experiments to:

a) show that oxygen is needed for combustion,

c) investigate the effect of the size of a container on thelength of time a candle burns.

Carry out activity to test for the products of combustion ofcharcoal and candle.

Attributing

analysingRealising thatscience is ameans tounderstandnature.

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20113.5Analysing theeffects of airpollution.

A student is able to:- explain what air pollution is,- list examples of air pollutants,- list the sources of air

pollutants,

- Describe the effects of airpollution,

- Explain the steps needed toprevent and control airpollution.

Gather information and discuss:

a) What air pollution is,b) Examples of air pollutants,

c)The sources of air pollutants,

d)The effects of air pollution on man and the environment,

e) The steps needed to control air pollution.

Carry out a project to study:

a)Air pollution in an area around the school,

b) The effects of air pollution.

Carry out a project to study:

a)Air pollution in an area around the school,

b) The effects of air pollution.

Attributing Relating Making

inferences

Appreciatenature

Thinkingrationally.




3.6Realising theimportance ofkeeping the airclean.


- Describe how life would bewithout clean air,

- suggest ways to keep the airclean,

- practise habits that keep theair clean.

Gather information and discuss:

a) how life would be without clean air,

b) ways to keep the air clean,

c) habits that keep the air clean.

Carry out an activity to show the pollutants in cigarette

smoke.

Attributing Relating

Appreciate theusefulness ofwater.


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THEME: ENERGYLearning Area: 1. Sources of Energy

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THEME: ENERGYLearning Area: 2. Heat



2.1Understandingheat as a formof energy.

A student is able to:- state that the sun gives out

heat,- state other sources of heat,- state that heat is a form of

energy,- give examples of the uses of

heat,- state the meaning of

temperature,- - state the difference

between heat andtemperature.

Carry out activities to show:

a) the sun gives out heat,b) ways to produce heat,c) heat and temperature are not the same e.g. ask studentsto predict and observe how the temperatures change whenhot and cold water are mixed.

Discuss:a) that heat is a form of energy,b) the uses of heat in our daily lifec) what temperature is,d) the difference betweentemperature and heat.

Attributing Classifying Comparing &

contrasting


Appreciatenature.

2.2Understandingheat flow(transferred) andits effect.

A student is able to:- state that heat causes

solids, liquids and gases toexpand and contract,

- state that heat flows in threedifferent ways (conduction,convection and radiation),

- state that heat flows(transferred) from hot tocold,

Carry out activities to show that heat causes solids,liquids and gases to expand and contract.

(ball and ring, mercury in thermometer and air in roundbottomedflask)

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

Attributing

Analyzing

Generatingideas


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2011- give examples of heat flow

in natural phenomena,

- state what a heat conductoris,

- state what a heat insulator

is,

- list uses of heat conductorsand heat insulators in dailylife,

- carry out an experiment toinvestigate the use ofdifferent

materials as heat insulators.

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 dailylife. Carry out an experiment to investigate the use ofdifferentmaterials as heat insulators.

2.3Analysing theeffect of heat

on matter.

A student is able to:- state the change in state of

matter in physical

processes,

- explain that change in stateof matter involves theabsorption and release ofheat,

- give examples of dailyobservations which show achange in state of matter.

Carry out activities to show the change in state of matter inphysical processes.

Discuss:(i) the effects of heat on the state of matter,

(ii) examples of daily observations which show a change instate of matter.

Attributing Relating making

generalization

generatingideas

Appreciatenature

Thankful to god.

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20112.4Applying theprinciple ofexpansionandcontraction ofmatter.

A student is able to:- explain with examples the

use of expansion andcontraction of matter indaily life,

- apply the principle of

expansion and contractionof matter in solving simpleproblems.

Discuss the use of expansion and contraction of matter in thefollowing:

a) mercury in a thermometer,b) bimetallic strip in a fire alarm,c) gaps in railway tracks,d) rollers in steel bridges.

Discuss the use of the principle of expansion and contractionofmatter to solve simple problems.


generalization

generatingideas

Appreciatenature

Thankful to god.

THEME: ENERGYLearning Area: 2. Heat



2.5Understandingthat dark, dullobjects absorband give out

heat better.


- state that dark, dull objectsabsorb heat better than white,shiny objects,

-state that dark, dull objectsgive out heat better than white,shiny objects,- carry out experiments toinvestigate heat absorption and

Carry out experiments to show that:

a) dark, dull objects absorb heatbetter than white, shiny objects,b) dark, dull objects give out heat better than white, shiny

objects.


generalization

generatingideas

Appreciatenature

Thankful to god.

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2011heat release.

2.6Appreciatingthe benefits ofheat flow.


- put into practice theprinciple of heat flow to providecomfortable living.

Discuss and put into practiceactivities such as the opening ofwindows in the classroom orlaboratory to improve aircirculation.

Attributing

Relating making

generalization

generatingideas

Appreciatenature

Thankful to god.

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yearly planning science1 edited (1)

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