Plan Sains t2

8/3/2019 Plan Sains t2

http://slidepdf.com/reader/full/plan-sains-t2 1/39

THEME: MANAGEMENT AND CONTINUITY OF LIFE LEARNING AREA: 1. 0 THE WORLD THROUGH OUR SENSES Chapter 1)

Week

Learning

Objectives\Learning

outcomes

Suggested

Learning

Activities Approach Strategy Skills

No of

period

s Notes

. 1

4

JAN /

8JAN

1. Understanding the sensory organs and their functions

A student is able to:

y I denti f y and relate a

sensory organ to its

stim ulus, y S tate the pathway

f rom stim ulus to

res ponse:

S tim ulusp S ensory

organs p Nerves p Brain p Nerves p Res ponse

Carry out

activities to

make

connection

between the

f ive senses,

the sensory

organs and

the stim uli.

Discuss what

ha ppens in

our body

af ter a

stim ulus is

detected .

Constr uctivism

Discussion

O bserving

Comm unicatin

g

2

The f ive

sensory

organs

have been

introd uce

d in

Primary S cience .

2

1. Understanding the sense of touch.


y I denti f y the str ucture

of the human skin

involved in stim uli

detection, y S tate the function of

diff erent rece ptor ±

press ure, heat, pain, y Draw concl usion on

the sensitivity of the

skin at diff erent part

of the body towards

Carry out

activities to

study the

f ollowing: a) S tr ucture

of the human

skin involved

in stim uli

detection, b) S ensitivity

of the skin at

diff erent parts

of the body

towards

stim uli

Exp eriment and

discovery .

Discussion

O bserving and

experimenting

2

The

str uctures

of the

rece ptors

are not

req uired.



11

JAN /

15

JAN

stim uli.

Discuss the

sensitivity of

the skin in

connection to

the f ollowing

situation: a) receiving

an injection b) using

Braille

1.3 Understanding the

sense of smell . A student is able to:


of the nose y I denti f y the position

of the sensory cells in

the detection of smell

Discuss the

str ucture of

the nose and

the position

of the sensory

cells using

model, charts,

com pu ter

sof tware and

other

teaching aids .

O bserving

Discussion

I denti f ying

Comm unicatin

g

1

Week

Learning Objectives /

Learning Outcomes

Suggested

Learning

Activities Approach Strategy Skills

No of

period

s Notes

3

18 /

22

Jan

1.4 Understanding the sense of

taste A student is able to:

y I denti f y the diff erent

areas of the tong ue

that res pond to

diff erent taste, y Related the sense of

taste with the sense of

smell .

Carry out

activities to

detect the

diff erent

areas of the

tong ue that

res pond to

diff erent

tastes .

Carry out

activities to

f ind how

Inquiry Discovery

Constr uctivism

I denti f ying

Relating

2



taste is

related to

smell .

3

1.5 Understanding the sense of hearing . A student is able to:


of the human ear . y Exp lain the function

of the diff erent parts

of the ear, y Describe how we

hear .

O bserve and identi f y the

str ucture of

the human

ear . Discuss the

function of

each part of

the ear . Discuss the

hearing

mechanism .

Conte xtual learning

Describing

Exp lanation

I denti f ying

2

Teacher

is enco urag

ed to use

com pu ter

sim ulatio

n to

illustrate

the

hearing

mechanis

m

4

25 /

29

Jan

1.6 Understanding the sense of

sight . A student is able to:


of human eye, y Exp lain the function

of diff erent parts of

the eye, y Describe how we see

Examine the

cow's eye or

model of

human eye.

Collect

inf ormation

on str ucture

and function

of each part

of the eye.

Discuss how

we see.

3

2

4

1.7 Understanding light and

sight . A student is able to:

Carry out

activities to

study: a) Ref lection

of light,

Exp eriment



5

1

FEB /

5

FEB

y Describe the

pro perties or light i.e

ref lection and

ref raction, y S tate the vario us

def ects of vision, y Exp lain ways to

correct vision def ects, y S tate and give

exam ples of the

limitations of sight, y Connect stereosco pic

and monoc ular visions

with the survival of

animal, y I denti f y the

a ppro priations of

sight .

b) Ref raction

of light

between two

medi ums of

diff erent

density . Collect

inf ormation

about the

ty pes of

def ects of

vision and the

contrib ution /

use of

technology to

recti f y them Carry out

activities to

show what

short

sightedness

and long

sightedness

are and how

to correct

them .


Wee

k

Learning

Objectives/

Learning

Outcomes

Suggested

Learning

Activities

Approach

Strategy Skills

No of

periods Notes

5

6

08

Feb /

12

Discuss what

astigmatism is and

the way to correct it. Carry out

activities to

investigate the

f ollowing:

1. Optical illusion,

Generating

idea

Comm unicati

2

2

1

Binoc ulars,

ultraso und

scanning device, X-ray,

perisco pe

sho uld be

incl uded .



Feb

7

15

Feb /

19Feb

2. Blind-s pot.

Discuss the

connection

between

stereosco pic vision and

monoc ular vision

with the survival

of animals . Gather inf ormation about the device to overcome the limitation of sight .

ng

(CUTI TAH U N

BARU CI NA2010 )

8

22

Feb /

26

Feb

1.8 Understanding

sound and hearing . A student is able

to:

y Describe

the

pro perties

of sound, y Exp lain

the

ref lection

and

absor ptio

n of

sound, y Exp lain

ways of

recti f ying the

def ects in

hearing, y S tate the

limitation

of

hearing,

Carry out

activities to

investigate:

1. The production of sound .

2. The need of medi um

f or sound to travel . 3. The

ref lection and absor ption of sound .

Collect

inf ormation about

1. The def ects of hearing,

2. Ways to recti f y the def ects of hearing .

Discuss the

Exp eriment

Discussion

O bserving

I nf erring

2

2

3

I ncl ude

devices such

as hearing aids

and

stethosco pe.



y S tate the

device

used to

overcome

the

limitation

s of

hearing, y Exp lain

stereo pho

nic

hearing

limitations of

hearing and ways

of im proving it. Carry out

activities to

investigate the

need f or

stereo phonic

hearing in

determining the

direction of

sound .

9

01

Mac /

05

Mac

1.9 Understanding

the stim uli and

res ponses in

plants . A student is able

to:

y S tate the

stim uli

that cause

res ponse

in plants, y Identi f y

the part of

plants sensitive

to

s pecif ic

stim ulus, y Related

the

res ponse

Carry out

experiments to

investigate and

identi f y:

1. S tim uli detected by plants,

2. The parts of the

plants sensitive to s pecif ic stim ulus.

Discuss in what

ways the res ponse

of p lants towards

stim uli are

im portant f or their

survival .

I nquiry

Discovery

Exp eriment

Making

inf erence

Relating

3

Res ponses in

plants sho uld

incl ude

phototro pism,

geotro pism,

hydrotro pism,

nastic

movement,

trigomotro pis

m.



in plants

to their

survival .

PEK A Test 1

LEARNING AREA: 2. NUTRITION (Chapter 2)

Week Learning Objectives/Learning Outcomes

Suggested LearningActivities

ApproachStrategy

Skills No of periods

Notes

10

08

Mac

/ 12

Mac

2.1 A nalysing the

classes of f ood . A student is able to:

y Exp lain

thro ugh

exam ples the

classes of f ood, y S tate the

function of

each class of

f ood, y Test f or starch,

glucose,

protein and

f ats .

Discuss the classes of

f ood i.e. carbohydrate,

protein, f ats, vitamins,

minerals, f ibre and

water and state their

functions .

Carry out activities to

test f or starch (iodine

solution), protein

(Million's reagent) and

f ats (alcohol -emulsion

test) .

Exp eriment

Conte xtual

learning

Discussion

Brainstorming

Exp lanation

Making inf erence

Def ining o perationally

2

3

TE S T

1



Week 11: MID S E M E ST ER BRE AK 14 Mac ± 21 Mac 2010

12

22

MAC /

26

Mac

1. Evaluating the im portance of a balanced diet .


y S tate what a

balanced diet

is, y S tate the

f actors that must be

considered

when planning

a balanced diet, y Exp lain how

the f actors

eff ect a

balanced diet, y S tate the

quantity of

energy in each

gram of

carbohydrate,

protein and

f ats .

Discuss: a) what balanced died

is, b) the f actor that

determine a person's

balanced diet: age, size,

sex, job, climate, state

of health . Collect f ood wra pp ers

that show calori f ic

value of f ood and make

a list to show the

calori f ic value f or each

ty pe of f ood .

y Discuss to

estimate the

calories of

f ood taken in a meal .

y Plan a

balanced diet

f or a day.

( break f ast,

lunch and

dinner)

I nquiry Discovery

Mastery learning

Discussion

Brainstorming

Predicting

Def ining

o perationally

2



y Estimate the

calories of

f ood taken in a

meal,

Plan a balanced diet .

Week Learning Objectives /

Learning Outcomes Suggested Learning

Activities Approach

Strategy Skills

No of

periods Notes

13 /

14

29

Mac /

09

April


digestive system in man . A student is able to:

y Exp lain what

digestion is, y I denti f y the

parts of the

digestive

system, y Describe the

f low of f ood

particles in the

alimentary

canal, y S tate the

function of the

organs in the

digestive

system, y Describe the

process of

digestion in the

Discuss that digestion

is the breakdown of

large f ood molec ules

into smaller solu ble

molec ules that can be

readily absorbed by the

body.

I denti f y parts of the

digestive system and

the f low of f ood

particles in the

alimentary canal using

model /chart /CD R OM. Discus the functions of

the vario us organs in

the digestive system

and the enzymes f ound . Carry out activities to

show the action of the

enzyme in the saliva on

starch .

Constr uctivism

Discussion

Exp eriment

Discussion

Identi f ying

Comm unicating

2

3 02

April

"Good

Friday

2010"



alimentary

canal, y L ist the end

products of

digestion of

carbohydrate,

protein and

f ats .

14


process of absor ption of

digested f ood . A student is able to:

y Exp lain the

process of

absor ption of

the products of digestion,

y Make inf erence

about the

absor ption of

glucose

thro ugh a

Visking tu be

Discuss the process of

absor ption of the

product of digestion in

the small intestine .

Carry out an

experiment to show the

absor ption of glucose

through a Visking tu be.


Discussion

Exp eriment

Making

inf erence

Exp lanation

2

Week Learning

Objectives\Learning

outcomes

Suggested Learning

Activities Approach

Strategy Skills

No of

periods Notes

15 2.5 Understanding the

reabsor ption of water

and def ecation .

Discuss the

reabsor ption of water

by the large intestine

Constr uctivism

O bserving 2



12

April /

16

April


y S tate how

water is

reabsorbed in

the large

intestine, y Exp lain

def ecation, y Relate the

problem of

def ecation with

eating habits

and the process of

def ection .

Discuss the im portance

of good eating habits to

avoid consti pation .

Group disc ussion

Comm unicating Relating

2.6 Pu t into practice the

habits of healthy eating . A student is able to:

y Justif y the

im portance of

eating

nutritio us f ood, y Put in practice

good eating

habits, y Justif y the

genero us

distrib ution of

f ood to the

under privilege

d / needy,

y Relate the dining culture

of diff erent

peo ple

conf orming to

sensitivities

and religio us

Plan and carry out a

healthy eating habit . Discuss the f ollowing

to pics:

1. Practicing good eating

habit i.e.eating nutritio us f ood and eating nutritio us f ood and eating in moderation,

2. The genero us distrib ution of f ood to the under privileged / needy,

3. Cultural

practices in dining conf orming to sensitivities and religio us belie f s.

Mastery learning

Discussion

Justi f ying

Relating

Predicting

1



belie f s.

THEME: MAN AND THE VARIETY OF LIVING THINGS

LEARNING AREA: 3.0 BIODIVERSITY (Chapter 3)

Week Learning Objectives/


Activities Approach

Strategy Skills

No of

periods Notes

16

19

April /

23

April

3.1 Understanding

variety of living

organisms and their

classi f ication A student is able to:

y Exp lain the

diversity of

living

organisms in a

habitat .y Classi f y

vario us

animals based

on common

characteristics, y Classi f y

vario us plants

based on

common characteristics,

y Exp lain the

im portance of

biodiversity to

the

environment .

Discuss the diversity in

the general characteristics

of living organisms .

Collect and classi f y

vario us plants and

animals into a system

based on common characteristics .

y Animal:

invertebrate,

vertebrate,

mammal, f ish,

bird, am phibian,

re ptile . y

Plant: f lowering plant, non

f lowering plant,

monocotyledon,

dicotyledon . y Build a conce pt

ma p on living

organisms based

Mastery

learning

Discussion

Classi f ying

Generating

ideas

2

2

1

Basic conce pt on

variety of living

organisms has

been introd uced

in primary

science .

Em phasize only

on the

classi f ication in

the suggested

learning

activities .

Malaysia is one

of the mega -

biodiversity

countries in the

world sho uld be

highlighted .



PEK A Test 2

on the

classi f ication

above .

Discuss the im portance of

maintaining the biological

diversity as one of the

country's nat ural

heritage .

LEARNING AREA: 4.0 INTERDEPENDENCE AMONG LIVING ORGANISM AND THE ENVIRONMENT (Chapter 4)

Week Learning Objectives/


Activities Approach

Strategy Skills

No of

periods Notes

17

4.1 A nalysing the

interde pendence

among living

organisms . A student is able to:

y S tate what

s pecies,

po pu lation

and

comm unity

Carry out a f ield work to

study s pecies, habitat,

po pu lation, comm unity in

an ecosystem .

Carry out a disc ussion on

interde pendence among

living organisms and the

environment to create a

balanced ecosystem .

I nquiry

discovery

Discussion

O bserving

Identi f ying 2

Basic

conce pt of

habitat has

been introd uced in

primary

school .



26

April /

30

April

are, y S tate what

habitat and

ecosystem are, y I denti f y

vario us

habitats in one

ecosystem, y Exp lain

thro ugh

exam ples the

interde penden

ce among

living

organisms and

the

environment

to create a

balanced

ecosystem .

During the

f ield work

the conce pt

of ecology

will be

constr ucted

thro ugh

conte xtual

learning .

17 4.2 E valuating the

interaction between

living organisms . A student is able to:

y L ist the ty pe

of interactions

between

living

organisms, y Exp lain the

exam ples the

interactions

between

living

organisms,

Collect and inter pret data on

the ty pes of interactions

between living organisms as

f ollows:

1. Prey-predator, 2. S ymbiosis:

commensalisms, mutualism and

parasitism e.g.remora and shark, algae and fungi,

ty pe worm and man, 3. Com petition .

Cond uct an activity to show

the im portance of the

interaction between

Constr uctivism

Exp lanation

Discussion

Justi f ying

Generating

ideas

Predicting

3

Basic

conce pt of

prey predator

and

com petition

has been

taught in

primary

school .



y Justif y the

im portance of

interaction

between

living

organisms and

the

environment, y Exp lain

thro ugh exam ples the advantages and disadvantages of biological control in reg ulating the number of

pest in certain areas .

organism and the

environment .

Discuss the advantage of biological control in reg ulating the numbers of

pests in certain areas .

Ref er to local issues like the crow

problem in K elang .

Week Learning

Objectives\Learning

outcomes

Suggested

Learning

Activities

Approach

Strategy Skills

No of

periods Notes

18

03

May /

07

May

4.3 S ynthesizing f ood

web. A student is able to:

y Exp lain what

producers,

cons umers and

decom posers

are, y Combine a f ew

f ood chains to

constr uct a

Collect and inter pret

data on the producer,

cons umer,

decom poser and

pyramid number .

Constr uct a f ood web

f rom a f ew f ood

chains and identi f y

the producer,

cons umer and

decom poser .

Inquiry

discovery

Discussion

O bserving

Generating

ideas

Predicting

Relating

2

Food chain

has been

taught in

primary

science .



f ood web, y I denti f y the

producer,

cons umer and

decom poser in

a f ood web, y Constr uct the

pyramid

number f rom

the f ood chain, y Relate the f ood

web and the

pyramid

number to

energy f low, y Predict the

conseq uences

if a certain

com ponent of

living

organisms in

the ecosystem

are missing .

Discuss the energy

f low in the f ood web

constr ucted .

Cond uct a game to

show the eff ects of an

increase or decrease

in the number of

organisms in a

pyramid number .

Discuss the

conseq uences in a

com ponent of living

organisms in an

ecosystem is missing .

Ref er to the

crown of

thorn problem

in the coral

reef in the

marine parks .

19

10

May

/

14

May

4.4 A nalysing

photosynthesis . A student is able to:

y S tate what

photosynthesis

is, y S tate the f actor

req uired f or

photosynthesis, y S tate products

of

photosynthesis

Carry out disc ussion

on what

photosynthesis is.

Carry out experiments

to determine the

f actors needed f or

photosynthesis i.e.

carbon dioxide, water,

light and chloro phyll .

Discuss the

im portance of

photosynthesis in

maintaining a

Exp eriment

Constr uctivism

Discussion

Def ining

o perationally

Analysing

2 The carbon

and oxygen

cycles sho uld

be incl uded .



, y Control the

variables that

are req uired f or

photosynthesis, y Exp lain the

role of

photosynthesis

in maintaining

a balanced

ecosystem .

balanced ecosystem . Discuss the carbon

and oxygen cycles .

Week Learning

Objectives\Learning

outcomes

Suggested

Learning

Activities

Approach

Strategy Skills

No of

periods Notes

4.5 E valuating the

im portance of

conservation and

preservation of living

organism . A student is able to:

y Exp lain what

conservation

and

preservation

are, y Exp lain the

ste ps taken to

preserve and

conserve living

organisms, y Justif y the

im portance of

conservation

and

preservation of

Collect and

inter pret data on

the conservation

and preservation

of living

organisms .

Carry out a f ield

work in natural

f orest reserve

(wetlands,

highland f orest or

tro pical rain

f orest) or an

animal sanct uary

to study the

conservation and

preservation of

living organisms .

Carry out the

disc ussion on

Discussion

Brainstorming

O bserving

1

The role of man in

conservation and

preservation has

been highlighted in

primary school .

Forest is also home

to some indigeno us

peo ple should be incl ude.



living

organisms, y S upp ort

activities

organized by

vario us parties

to preserve and

conserve the

living

organisms .

how the

im provement in

science and

technology hel ps

in the

conservation of

living organisms .

R un a cam paign

to stress on the

im portance of

conservation and

preservation of

living organisms .

20

17

May

/ 21

May

4.6 E valuating the role

of man in maintaining

the balance in nature. A student is able to:

y Exp lain the

eff ects of

human

activities on the

balance in

nat ure, y Describe how

man solves

problem related

to environment, y Justif y that

human need a

stable,

productive and

balanced

ecosystem .

Carry out a

brainstorming

session to disc uss

the

environmental

issues aff ecting the balance in

nat ure and how

to solve it.

Carry out a

disc ussion to

justif y that man

needs stable and productive

ecosystem to

ascertain a

harmonio us lif e.

Discussion

Brainstorming

O bserving 1

Exam ples of

environmental

issues: Global

climate change,

habitat destr uction,

s pecies extinction,

air, soil and water

pollution, loss of

wetlands, solid

waste management,

def orestation, land

over use, over

f ishing, toxin in the

environment,

(release of excessive

chemicals into our

environment ±

incl udes pesticides,

f ertilizers and

pollutants) .



THEME: MATTER IN NATURE LEARNING AREA: 5.0 WATER AND SOLUTION

Week Learning

Objectives\Learning

outcomes

SuggestedLearning

Activities

Approach

Strategy Skills

No of

periods Notes

20

21

24

May

5.1 A nalysing the

physical characteristics of

water . A student is able to:

y S tate the

meaning of the f reezing point of

water, y S tate the

meaning of the

boiling point of

water, y Describe the

physical

characteristics of water,

y Exp lain thro ugh

exam ples the

eff ects of

im purities on the

physical

characteristics of

water .

F IR ST T ER M

EX AMINATION (24 MAY ± 28 MAY )

Carry out activities

to determine the

f ollowing:

y The

f reezing

point of

water, y The

boiling point of

water .

Carry out an

activity to observe

the eff ects of

im purities on the

physical

characteristics of

water .

I nquiry

discovery

Exp eriment

Def ining o perationally

Comm unicating

Exp lanation

4 The K inetic

Theory should be

introd uced.

Related the

f reezing and

boiling point of

water to the

K inetic Theory .



/ 28

May

22 /

23 W EEK 22 ± 23

31/5 ± 13/6/2010 CUTI

GAWAI 2010 - F IR ST

T ER M HOLIDAY Week 23-24

Week Learning

Objectives\Learning

outcomes

Suggested

Learning

Activities

Approach

Strategy Skills

No of

periods Notes

24

SE COND S E M E ST ER

2010

5.2 A nalysing the

com position of water . A student is able to:

y Determine the

com position of

water, y Test the

presence of

hydrogen and

oxygen .

Carry out

electrolysis to

determine the ratio

of hydrogen to

oxygen in a molec ule of water .

Conte xtual

learning

Exp eriment

Analysing Exp erimenting Comm unicating

Making

inf erence

3

The ionic theory

on electrolysis is

not needed .

Understanding

that hydrogen is

discharged at the

cathode and

oxygen at the

anode is adeq uate .

The ratio of gases

is req uired.



Week Learning

Objectives\Learning

outcomes

Suggested Learning

Activities Approach

Strategy Skills

No of

periods Notes

25

21 Ju n /

25 Ju n

5.3 A nalysing the process of eva poration

of water .


y Exp lain what

eva poration is, y Exp lain

thro ugh

exam ples the

f actors that

eff ect the rate

of eva poration

of water with

ref erence to

the K inetic

Theory, y Com pare and

contrast

between

eva poration

and boiling, y Describe the

a pp lication of

the

eva poration of

Carry out experiments to

study the f actors aff ecting

the rate of eva poration of

water i.e. humidity, the

tem perat ure of the

surrounding, sur f ace area

and the movement of air . Discuss the f actors aff ecting

the rate of eva poration in

relation to the K inetic

Theory . Discuss the similarities and

diff erences between

eva poration and boiling . Gather inf ormation process

and its a pplication in daily

lif e. i.e. drying of clothes,

preservation of agric ultural

products and processing of

f ood.

Exp eriment

I nquiry

discovery

Discussion

Exp erimenting

Making

inf erence

Comm unicating

Analysing

2



water in daily

lif e.

3

25

26

28 Ju n /

2 Ju ly

5.4 A nalysing solution

and solu bility A student is able to:

y Exp lain what

solute, solvent

and solution

are, y Contrast and

com pare

between dilute

solution,

concentrated

and saturated

solution, y Exp lain what

sus pension is, y Exp lain what

solu bility is,

y Exp lain the

f actors

Discuss the diff erences

between solute, solvent and

solution . Carry out activities

to pre pare a dilute solution, a

concentrated solution and a

saturated solution .

Discuss the similarities and

the diff erences between

dilute solution, concentrated

solution and saturated

solution .


illustrate the diff erences

between a solution and

sus pension .

I nquiry

discovery

Exp eriment

Discussion O bserving and

experimenting

Comm unicating

I ntrod uce

insol u ble

sediments

are known

as resid ue.



aff ecting the

solu bility of

solutes in

water, y Exp lain the

im portance of

water as a

universal

solvent in lif e,

Week Learning

Objectives\Learning

outcomes

Suggested Learning

Activities Approach

Strategy Skills

No of

periods Notes

y Give exam ples

on the uses of

organic

solvents in our

everyday lif e.


determine the f actor

aff ecting the solu bility of a

solute.

y Nature of solvent, y Nature of solute, y Tem perature.


determine the f actors

aff ecting the rate of

dissolving:

y Tem perature, y Rate of stirring,

y S ize of solute particle .

Discuss the im portance of

water as a universal solvent

in lif e.



Gather inf ormation on the

a pp lication of organic

solvents in daily lif e.

Week Learning

Objectives\Learning

outcomes

Suggested Learning

Activities Approach

Strategy Skills

No of

periods Notes

27

05

July /

09

July

5.5 A nalysing acid and alkali . A student is able to:

y I denti f y the

pro perties of

acid, identi f y

the pro perties

of alkali, y S tate that acid

and alkali

only show

their

pro perties in

the presence

of water, y Exp lain

thro ugh

exam ples the

def inition of

acid and

alkali, y I denti f y the

su bstances

which are

acidic or

Carry out activities to study:

y I denti f y the

pro perties of

acid in terms of

pH value, taste,

corrosive

nat ure, eff ect on

litm us pa per,

reaction with

metals such as

magnesi um and

zinc, y The

characteristics

of alkali in

terms of pH

value, taste,

corrosive

nat ure, eff ect on

litm us pa per, y Carry out a

disc ussion to

Constr uctivism

Exp eriment

and discovery

Exp lanation

Discussion

Def ining

o perationally

Exp erimenting

and observing

Making

inf erence

2

2

1

3

Caution:

Chemicals

in the

laboratory

sho uld not

be tasted .

Use only

dilute acid

and dilute

alkali .

Do not use

active

metals such as

Potassi um

and S odium

in the

reaction

with acid .



28

12

July /

16

July

alkaline in

everyday lif e, y S tate the uses

of acid and

alkali in daily

lif e, y Exp lain the

meaning of

neutralization

process, y Exp lain

thro ugh

exam ples the

uses of

neutralization

in daily lif e.

def ine acid and

alkali

o perationally .


determine the acidic and

alkaline su bstances in

daily lif e.

Gather inf ormation on

the usage of acid and

alkali in everyday lif e

such as in agric ulture

and ind ustry .

Discuss on the meaning

of neutralization .

Carry out an activity to

show neutralization

using the hydro xide of

the same concentration .

Discuss the a pp lication

of neutralization in daily

lif e e.g. using sham poo

and conditioner and

insect bite.

Week Learning

Objectives\Learning

outcomes

Suggested Learning

Activities Approach

Strategy Skills

No of

periods Notes



28

5.6 A nalysing the

methods of water

pu rif ication . A student is able to:

y L ist the

nat ural sources

of water, y S tate the

reasons f or

water

pu rif ication, y

Com pare the strengths and

weaknesses of

the vario us

ty pes of water

pu rif ication

Make a visit to a water

pu rif ication site .

Brainstorming on the

f ollowing:

y Natural

reso urces or

water, y The reasons f or

water

pu rif ication .

Discuss the vario us

ty pes of water

pu rif ication such as

f iltration, boiling,

chlorination, and

distillation . Carry out

activities to study the vario us ty pes of water

pu rif ication such as

f iltration, boiling and

distillation .

Pup ils present their

f indings to disc uss the

strengths and weakness of vario us ty pe of water

pu rif ication .

I nquiry discovery

Exp lanation

Groupdisc ussion

O bserving

Comm unicating

Analysing

2

The latest

develo pments

in water

pu rif ication

e.g. ultra -violet

treatment can

be disc ussed .

29 5.7 A nalysing the water Make a visit to a water Conte xtual O bserving 2



19

July /

23

July

supp ly system . A student is able to:

y Describe how

the water

supp ly system

work, y Exp lain ways

to save water

processing plant to

study the water supp ly

system and stages

involved in water

pu rif ication .

Discuss the ways to

save water . D o a project

on how much water in

the average household

uses.

learning

Discussion

Comm unicating

Week Learning

Objectives\Learning

outcomes

Suggested Learning

Activities Approach

Strategy Skills

No of

periods Notes

29 5.8 Understanding the

preservation of water

quality . A student is able to:

y Give exam ples

of water

pollutants, y Exp lain the

eff ect of water pollution on

living things, y Exp lain ways to

control water

pollution, y Exp lain ways to

preserve water

Collect and inter pret data on

ty pes of water pollutants

which incl ude:

y I ndustrial waste such

as chemical and

radioactive resid ues, y Domestic waste such

as garbage and

sewage, y Chemical f rom the

agric ultural activities

such as f ertilizers and

pesticides, y S iltation caused by

constr uction and

def orestation, y Accidental s pillage

f rom tankers .

Constr uctivism

Discussion

O bserving

Generating

ideas 3



and its quality

Cond uct disc ussion on the

eff ect of water pollution . Generate ideas on ways to

control water pollution .

Discuss ways to conserve and

preserve water and its quality.

R un a cam paign on 'L ove Our

River' .

LEARNING AREA: 6.0 AIR PRESSURE

Week Learning

Objectives\Learning

outcomes

Suggested LearningActivities

ApproachStrategy

Skills No of periods

Notes

30

26

July /

30

July

6.1 Understanding air

press ure. A student is able

to:

y Exp lain the

existence of air

press ure with

ref erence to the

K inetic Theory, y Exp lain the

f actors aff ecting

air press ure.

Carry out an activity

to disc uss the kinetic

theory of gases .


to show that air

exerts press ure.


show the f actors

Exp eriment

discovery

Discussion

Exp erimenting

Comm unication

2



aff ecting air press ure,

i.e. volume and

tem perat ure.

30

6.2 App lying the princi ple

of air press ure in daily lif e . A student is able to:

y Exp lain with

exam ples things

that use the

princi ple of air

press ure, y Generate ideas to

solve problems

using the

princi ple of air

press ure, y Relate the saf ety

meas ures taken

when using gas

under high

press ure.

Collect and

inter preted data on

a pp liances that use

the princi ple of air

press ure.

Gather inf ormation

and disc uss the

a pp lication of air

press ure in syringe,

si phon, s praying

pum p and drinking

straw .

Discuss ways of

using the princi ple of

air press ure to solve

daily problems such

as blockage in skins

and pouring

condensed milk f rom

a can.

Gather inf ormation

on how a gas tank

containing gas under

high press ure works .

Discuss the saf ety

preca utions taken

Mastery

L earning

Discussion

Brainstorming

Exp lanation

O bserving 3

Caution:

Do not place

tank

containing gas under

high press ure

near heat .



when using gas under

high press ure.

LEARNING AREA: 7.0 DYNAMICS

Week Learning

Objectives\Learning

outcomes

Suggested

Learning

Activities

Approach

Strategy Skills

No of

periods Notes

31

02

Aug /

06

Aug

7.1 Understanding f orce .


y S tate that a f orce is

push or a pull, y Exp lain the eff ects

of f orces, y Exp lain the vario us

ty pes of f orces .


to show pushing and

pu lling are f orces .


to show the eff ects

of f orce (changes in

sha pe, position,

s peed and direction) .


to show diff erent

ty pes of f orces

(f rictional,

gravitational,

electrostatic and

magnetic f orce) .

Exp eriment

discovery

Discussion

Exp erimenting

Making

inf erences

4

31


meas urement of f orce . A student is able to:

y S tate the unit of

f orce, y Exp lain how a

Discuss the unit of

f orce and the

princi ple of a s pring

balance .

Carry out activity to

1

2



s pring balance

work, y Measure the

magnit ude of

f orce .

meas ure the

magnit ude of f orce .

Week Learning

Objectives\Learning

outcomes

Suggested

Learning Activities Approach

Strategy Skills

No of

periods Notes

32

09

Aug /

13

Aug

7.3 App lication of f rictional

f orce .


y Exp lain with

exam ple the

existence of

f rictional f orce, y S tate the direction

and the magnit ude

of f rictional f orce, y Carry out an

experiment to

show how diff erent

ty pes of sur f aces

aff ect f rictional

f orce, y Exp lain the

advantages and

disadvantages of

f riction, y Exp lain ways to

increase f riction, y Exp lain ways to

red uce f riction, y Exp lain with

Discuss with

exam ples to show

the existence of

f rictional f orce .


to identi f y the

direction of

f rictional f orce and

meas ure the

magnit ude of the

f orce .

Carry out an

experiment to show

how diff erent ty pes

of sur f aces aff ect the

magnit ude of

f rictional f orce .

Gather inf ormation

and disc uss the

advantages and

disadvantages of

f riction .

Inquiry

discovery

Exp lanation

Exp eriment

O bserving

Making

inf erence

Comm unicating

2

1

2

2

1

I gnore

static

f rictional

f orce .

T E ST 2



33

exam ples the

a pp lication of

f riction in daily

lif e.

PEK A T E ST 3


on ways to a) increase f riction, b) reduce f riction .

Discuss the

a pp lication of

increasing and

decreasing f riction

in our daily lif e.

2

33

16

Aug /

20

Aug

7.4 App lication of work . A student is able to:

y Exp lain with

exam ples how

work is done, y S tate the unit of

work, y Calculate the work

done

Discuss with

exam ples to show

work is done when

an object is move by

a f orce .

Carry out activities to determine the

work done by using:

Work (J) = Force (N) X

Distance (m)

Constr uctivism

Exp lanation

Discussion

Comm unicating 2



Week Learning

Objectives\Learning

outcomes

Suggested

Learning

Activities

Approach

Strategy Skills

No of

periods Notes

33

34

23

Aug /

27

Aug

7.5 App lication of power . A student is able to:

y S tate the meaning

of power, y S tate the unit of

power y Calculate power on

the work done .


to determine power

by using:

Power (W)=W ork

(J) Time (S )

2

7.6 A nalysing the

im portance of f orce in lif e.


y Describe how lif e

will be if f orce

does not exist .

Create an activity

e.g. drawing a

poster, sketching or

acting to show how

lif e would be

witho ut f orce .

1



LEARNING AREA: 8. 0 SUPPORT AND MOVEMENT

Week Learning

Objectives\Learning

outcomes

Suggested Learning

Activities Approach

Strategy Skills

No of

periods Notes

34

35

30 Au g /

03

S e ptember

31

August

2010

"National

Day"


supp ort systems in

animals .


y Exp lain the

supp ort

system in

vertebrates

and the

vario us

supp ort

system in

invertebrates, y Com pare and

contrast the

supp ort

system

between land

and aquatic

vertebrates, y Com pare and

contrast the

supp ort

system

between land

and aquatic

invertebrates

Gather inf ormation and

disc uss the vario us supp ort system in

1. L and and aquatic vertebrates,

2. L and and aquatic invertebrates .

Carry out disc ussions on

the f ollowing:

1. S imilarities and diff erences between supp ort system in land and aquatic vertebrates,

2. S imilarities and

diff erences between supp ort system in land and aquatic invertebrates .

Mastery

learning

Discussion

O bserving

Generating

ideas

Analysing

Predicting

2

For invertebrates

introd uce

exoskeleton,

endoskeleton,and

hydrostatic

skeleton .



35 /

36 06 S e pt

/ 10 S e pt


supp ort systems in

plants . A student is able to:

y Exp lain the

vario us

supp ort

systems in

woody and

non - woody

plants, y Classi f y

plants based

on their

supp ort

systems .

"CUTI HA R I R AYAP UASA 2010"

Carry out f ield work to

study vario us supp ort

systems of plants .


classi f y plants based on

their support system .

2

Features that

hel p non -woody

plants incl ude

tendrils, thorns,

air sacs in

aquatic plants .

37

13 S e p /

17 S e pt

8.3 App reciating the

supp ort system in

living things . A student is able to:

y Justif y the

im portance

of the supp ort

system to

Discuss issues e.g.

1. I nability of whales to move back to sea af ter being washed ashore,

2. A cri pp led person using cr utches f or supp ort.

1



living

things .

THEME: TECNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY LEARNING AREA: 9.0 STABILITY

Week Learning

Objectives\Learning

outcomes

Suggested Learning

Activities Approach

Strategy Skills

No of

periods Notes

37

9.1 Understanding that the center of gravity aff ects

stability . A student is able to:

y Determine the

point of

equilibri um in

regular and

irreg ular sha pes, y Relate the point of

equilibri um as the

center of gravity of

objects, y Relate the center

of gravity to

stability of

objects .

Carry out activities to f ind

the point of equilibri um in

reg ular and irreg ular

sha pes.

Carry out an experiment to

f ind out how the center of

gravity aff ects on stability

of an object by

mani pu lating the

1. Height, 2. Base area .

Discuss the relationshi p

between the center of

gravity and stability .

Exp eriment

discovery

Discussion

Exp erimenting

Comm unicating

Relating

4

38

20

S e pt


im portance of stability .


y S uggest ways to

Carry out brainstorming

session on ways to im prove

stability . Generating

ideas 1



/ 24

S e pt

im prove the

stability of objects

around them, y Exp lain with

exam ples the

a pp lication of

stability in lif e.

Carry out activities like

doing projects or playing

games to build models by

a pp lying the conce pt of

stability .

Exp lanation

LEARNING AREA: 10.0 SIMPLE MACHINE

Week Learning

Objectives\Learning

outcomes

Suggested

Learning Activities Approach

Strategy Skills

No of

periods Notes

38

10.1 A nalysing levers . A student is able to:

y L ist things around them

that use to

princi ple of the

lever, y S tate what a

lever can do, y I denti f y load,

f orce and

fulcr um in the livers,

y Exp lain what

is meant by the

moment of a

f orce,

Discuss how a small

eff ort can overcome

a large load with the

use of a lever .

Make an

observation on

devices that use the

princi ple of levers .

I denti f y the load,

f orce and fulcr um,

and then classi f y the

system into f irst, second and third

class levers . D iscuss

how humans a pply

the princi ples of

levers to hel p them

overcome large

load .

Exp eriment discovery

Constr uctivism

Exp erimenting

Making

inf erences

Classi f ying

Def ining

o perationally

2

2

1

When we o pen

the door or use

a wrench to

loosen a nut, we

are a pplying a

f orce that

causes a turning

eff ect to

accom plish the

desired task .

The turning

eff ect is called

the moment of a

f orce .



Discuss that the

moment of f orce = f orce X

per pendic ular

distance f rom the

pivot to f orce .


to show the

relationshi p between

moment and the

product of f orce and

distance .

1

39

27

S e pt /

01 O ct

y S olve

problems

related to

levers .

S olving problem related

to levers using the

f ollowing f orm ulate: L oad (N) X distance of

the load f or um fulcr um

(m) = Force (N) Xdistance of the f orce

f rom the fulcr um (m)

2

39


innovative eff orts in the

design of machine to

sim plif y work . A student is able to:

Carry out a project

to build a device

using the princi ple 2



Design or im provise a

device that uses the

princi ple of a lever .

of a lever .

40 &

45

45 &

46

Plan Sains t2

Documents

Transcript of Plan Sains t2