Yearly Plan F2 2013

Created by CDC SZA 10
YEARLY TEACHING PLAN

FORM 2
SCIENCE
SCIENCE PANEL OF SMKIS 2013
TABLE OF CONTENTS
THEMES & LEARNING AREAS
Page
THEME 1 :
MANAGEMENT AND CONTINUITY OF LIFE
Learning Area:
1. World through our senses
Learning Area:
2. Nutrition
2-4
4-6
THEME 2 :
MAN AND THE VARIETY OF LIVING THINGS
Learning Area:
1. Biodiversity
Learning Area:
2. Interdependence among living organisms and the environment
6
7-10
THEME 3 :
MATTER IN NATURE
Learning Area:
1. Water and Solution
Learning Area:
2. Air Pressure
10-15
16-17
THEME 4 : FORCE AND MOTION

Learning Area:
1. Dynamics
Learning Area:
2. Support and Movement
15-16
17
THEME 5 : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

Learning Area:
1. Stability
Learning Area:
2. Simple Machine
18
19
THEME:
MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES
Week &
date
1st Sem.
Chapters & Learning Outcomes
Suggested Learning Activities
2
7
11/1/13
2
7
11/1/13
2
7
11/1/13
SPS
(Science
Process Skills)
CHAPTER 1 : THE WORLD THROUGH OUR

SENSES
LO1 Sensory organs
The five senses, the sensory organs and
the stimuli.
The pathway from stimulus to response
Stimulus Sensory organs
Nerves Brain Nerves Response
Activity 1.1 textbook v.1 (Relate daily activities & senses

that involved)
LO2 Sense of touch

The structure of the human skin involved
in stimuli detection,
The sensitivity of the skin at different
parts of the body towards stimuli.
Discuss the sensitivity of the skin in daily
life
Using models, charts, computer software and other

teaching aids.
LO3 Sense of smell

Identify the structure of the nose,
Discussion of what happens in our body after a stimulus is

detected.
Characterise
Observing
Correlate
Inferring
Notes
Being objective.
Being responsible
about the safety
of oneself, others,
and environment
Visualising
Generalise
Characterise
Observing
Correlate
Carry out activity to compare the sensitivity of different
parts of the body towards touch
Analyse
Discussion of connection to the following situations such as
receiving an injection, using Braille
Using models, charts, computer software and other

teaching aids.
Identify the position of the sensory cells

in the detection of smell.
LO4 Sense of taste.
The different areas of the tongue that
respond to different taste,
Relate the sense of taste with the sense
of smell.
Scientific
Attitudes &
Noble Values
Being thankful to
God.
1
2-4/1/13
CCTS
(Critical &
creative
thinking skills)
Interpreting data
Conclude
Characterise
Observing
Correlate
Inferring
Visualising
Carry out activities to detect the different areas of the
tongue that respond to different tastes.
Compare &
differentiate
Carry out activities to find how taste is related to smell.
Correlate
Classify
Inferring
Interpreting data
Conclude
Realising that
science is a
means to
understand
nature.
Being responsible
about the safety
of oneself, others,
and environment
Being thankful to
God
The structures of the

receptors are not
required.
Week &
date
1st Sem.
3
14
18/1/13
3
14
18/1/13
SPS
(Science
Process Skills)

SENSES
Scientific
Attitudes &
Noble Values
Notes
Being thankful to
God.
1
2-4/1/13
CCTS
(Critical &
creative
thinking skills)
Characterise
Observing
Correlate
Inferring
LO1 Sensory organs

the stimuli.

that involved)
LO5 Sense of hearing

The structure of the human ear,
The function of the different parts of the
ear,
Mechanism of hearing.
Computer simulation to illustrate the hearing mechanism.
Characterise
Discussion of the hearing mechanism.
Visualising
LO6 Sense of sight.

Identify the structure of the human eye,
Explain the functions of different parts of
the eye,
Describe how we see.
Examine the cows eye or model of a human eye.
Characterise
Collect information on structure and function of each part of

the eye.
Visualising

detected.
Being objective.
Being responsible
about the safety
of oneself, others,
and environment
Visualising
Generalise
Observing
Being responsible
about the safety
of oneself, others,
and environment
Observing
Being objective.
Being thankful to
God.
Discuss of sight mechanism

4
21/1
25/1/13
LO7 Light and sight.

Describe the properties of light i.e.
Reflection, refraction.
State the various defects of vision,
Carry out activities to study:

a) reflection of light &
b) refraction of light between two mediums of different
density.
Visualising
Compare &
differentiate
Classifying
Collect information about the types of defects of vision and

the contribution/use of technology to rectify them.
Analyse
Measuring and
using numbers
Carry out activities to show what short sightedness and

long sightedness are and how to correct them.
Correlate
Inferring
Ways to correct vision defects,

The limitations of sight,
Defining
operationally
Relate the properties

of light to natural
Being honest and phenomena and daily
accurate in
usage.
recording and
Angles of incidence,
validating data.
reflection, refraction
and normal are not
Appreciating the
required.
contribution of
Astigmatism, optical
science and
illusions, blind-spot,
technology.
monocular and
Week &
date
1st Sem.
LO1 Sensory organs

the stimuli.
Stereoscopic and monocular visions with
the survival of animals,
The appropriate device to overcome the
limitations of sight.

that involved)
detected.
28/1
1/2/13
Describe the properties of sound,

The reflection and absorption of sound,
Explain the defects of hearing,
Ways of rectifying the defects in hearing,
The limitations of hearing,
The device used to overcome the
limitations of hearing,
Explain stereophonic hearing.
LO9 The stimuli and responses in plants.
The stimuli that cause response in plants,
Characterise
Observing
Correlate
Inferring
Notes
Being objective.
Being responsible
about the safety
of oneself, others,
and environment
Visualising
Generalise
Discuss what astigmatism is and the way to correct it.

Carry out activities to investigate
a) optical illusion,
b) blind-spot.
Making analogy
by stating and
give examples
Defining
operationally
Thinking
rationally.
Communicating
Gather information about the device to overcome the

limitation of sight.
LO8 Sound and hearing.
Scientific
Attitudes &
Noble Values
Being thankful to
God.
Discuss the connection between stereoscopic vision and

monocular vision with the survival of animals.
SPS
(Science
Process Skills)

SENSES
1
2-4/1/13
CCTS
(Critical &
creative
thinking skills)
Discuss the limitations of hearing and ways of improving it.

Carry out activities to investigate the need for stereophonic
hearing in determining the direction of sound.
Compare &
contrast by
connecting
Generate ideas
by identifying
Correlate
Visualising
Defining
operationally
Relating
Predicting
Appreciating the
contribution of
science and
technology.
stereoscopic visions
should be introduced.
Microscope,
magnifying glass,
telescope, binoculars,
ultrasound scanning
device, X-ray,
periscope should be
included.
.
Included devices such
as hearing aids and
stethoscope.
Thinking
rationally.
Carry out experiments to investigate:

a)
stimuli detected by plants,
Analyse
Synthesizing
Experimenting
Being accurate in
recording data.
Responses in plants
should include
Week &
date
1st Sem.
28/1
1/2/13
SPS
(Science
Process Skills)

SENSES
LO1 Sensory organs
the stimuli.
The parts of plants sensitive to specific
stimulus,
Relate the response in plants to their
survival.
LEARNING AREA:
Scientific
Attitudes &
Noble Values

that involved)
detected.
Characterise
Observing
Correlate
Inferring
Being objective.
Being responsible
about the safety
of oneself, others,
and environment
Visualising
Generalise
b)
identify the parts of the plants sensitive to

specific stimulus.
Discuss in what ways the response of plants towards

stimuli are important for their survival.
Differentiate
Conclude
Sequencing
Characterise
Observing
Correlate
Inferring
Being systematic.
Having critical
and analytical
thinking.
LO1 The classes of food.
4 -8/2/13
phototropism,
geotropism,
hydrotropism, nastic
movement,
thigmotropism.
2. NUTRITION
CHAPTER 2 :NUTRITION
Notes
Being thankful to
God.
1
2-4/1/13
CCTS
(Critical &
creative
thinking skills)
Explain through the classes of food,

State the function of each class of food,
Test for starch, glucose, protein and
fats.
Discuss the classes of food i.e. carbohydrate, protein, fats,

vitamins, minerals, fibre and water and state their functions.
Carry out activities to test for starch (iodine solution), glucose
(Benedicts solution), protein (Millons reagent) and fats
(alcohol-emulsion test).
Characterise
Observing
Compare &
contrast
Classifying
Correlate
Visualising
Making analogy
Defining
operationally
Realising that
science is
tools to
understand
nature
Being kindhearted
Only the major vitamins [ A,

B, C, D, E and K ] &
minerals [calcium, sodium,
iron, iodine, phosphorus
and potassium ] are
required .
Vitamin B need not be
classified into B1, B2 and
so on.
Introduce alcohol-emulsion
test for fat.
Week &
date
6
4 -8/2/13

LO2 The importance of a balanced diet.
Meaning of a balanced diet is,
The factors that must be considered when
planning a balanced diet,
Explain how the factors affect a balanced
diet,
The quantity of energy in each gram of
carbohydrate, protein and fats,
Estimate the calories of food taken in a
meal,
CCTS
(Critical & creative
thinking skills)
SPS
(Science
Process Skills)
Scientific
Attitudes & Noble
Values
Being cooperative.
Discuss:
a) what a balanced diet is,
b) the factors that determine a persons
balanced diet: age, size, sex, job, climate,
state of health.
Compare & contrast

Correlate
Measuring and
using numbers
Analyse
Generalise
Communicating
Collect food wrappers that show calorific value of

food and make a list to show the calorific value
for each type of food.
Correlate
Compare & contrast
Inferring
Characterise
Observing
Discuss that digestion is the breakdown of large

food molecules into smaller soluble molecules
that can be readily absorbed by the body.
Characterise
Compare & contrast
by identifying
Observing
Identify parts of the digestive system and the

flow of food particles in the alimentary canal
using model/chart/CD ROM.
Analyse
Visualising
Defining
operationally
Correlate
Compare & contrast
Inferring
Sequencing
Prioritising
Generalise
Communicating
Carry out activities to show the action of the

enzyme in the saliva on starch.
Discuss the process of absorption of the
products of digestion in the small intestine.
Correlate
Compare & contrast
Inferring
Carry out an experiment to show the absorption

of glucose through a Visking tube.
Analyse
Making analogy
Defining
operationally
Appreciating and
practising clean
and healthy living.
Notes
The unit of energy in
food can be measured
either in joules or
calories.
Discuss to estimate the calories of food taken in

a meal.
Plan a balanced diet.

Plan a balanced diet for a day (breakfast, lunch
and dinner).
8
18
22/2/13
8
18
22/2/13
LO3 The digestive system in man.

Explain what digestion is,
The parts of the digestive system,
The flow of food particles in the alimentary
canal,
The functions of the organs in the
digestive system,
The process of digestion in the alimentary
canal,
End products of digestion of
carbohydrate, protein and fats.
LO4 The process of absorption of digested food.

The process of absorption of the products
of digestion,
The absorption of glucose through a
Visking tube.
Practising healthy
living.
Enzymes should only

include amylase,
protease and lipase.
Being objective.
Discuss the functions of the various organs in

the digestive system and the enzymes found.
Being cooperative.
Thinking rationally.
Being cooperative.
The structure of vilus

is not required. Need
only mention vilus
increases the surface
area for absorption.
Week &
date
9
25/2
1/3/13
LO5 The re-absorption of water and defecation.

Water reabsorption in the large intestine,
Defecation,
The problem of defecation with eating
habits.
LO6 The habits of healthy eating.
9
25/2
1/3/13
The importance of eating nutritious food,

Practice good eating habits,
The generous distribution of food to the
underprivileged / needy,
The dining culture of different people
conforming to sensitivities and religious
beliefs.
CCTS
thinking skills)
SPS
(Science
Process Skills)
Scientific
Attitudes & Noble
Values
Thinking rationally.
Discuss the reabsorption of water by the large

intestine and the process of defecation.
Correlate
Compare & contrast
Inferring
Discuss the importance of good eating habits to

avoid constipation.
Analyse
Making analogy
Defining
operationally
Correlate
Compare & contrast
Inferring
Relating
Visualising
Predicting
Being cooperative
Plan and carry out a healthy eating habit.

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.
THEME:
MAN AND THE VARIETY OF LIVING THINGS
LEARNING AREA: 1. BIODIVERSITY
Appreciating and
practicing clean
and healthy living.
Being kind-hearted
and caring.
Notes
Week &
date
10
25/2
1/3/13
10
4
8/3/13
CHAPTER 3 : BIODIVERSITY
LO1 The variety of living organisms and their
classification.
Explain the diversity of living organisms
in a habitat,
Classify various animals based on
common characteristics,
Classify various plants based on
Explain the importance of biodiversity to
the environment.
Discuss the diversity in the general characteristics of

living organisms.
Collect and classify various plants and animals into
a system based on common characteristics.
a) Animal: Invertebrate, vertebrate, mammal, fish,
bird, amphibian, reptile.
b) Plant: Flowering plant, non-flowering plant,
monocotyledon, dicotyledon.
c) Build a concept map on living organisms based
on the classification above.
Discuss the importance of maintaining the biological
diversity as one of the countrys natural heritage.
LEARNING AREA:
11
11
15/3/13
CCTS
(Critical &
creative
thinking skills)
SPS
(Science
Process Skills)
Scientific
Attitudes &
Noble Values
Correlate
Compare &
contrast
Inferring
Characterise
Observing
Having an
interest and
curiosity
towards the
environment.
Compare &
differentiate
Classifying
Being
systematic.
Generate ideas
Analyse
Generalise
Conclude
Communicating
Notes
.
Basic concept on variety of
living organisms has been
introduced in primary science.
Emphasize only on the
classification in the suggested
learning activities.
Having critical
and analytical
thinking.
Malaysia is one of the twelve

mega-biodiversity countries in
the world should be
highlighted
Having critical
and analytical
thinking
Basic concept of prey

predator and competition has
been taught in primary school.
Realising that
science is a
means to
understand
nature..
Refer all to local issues like

the crow problem in Klang.
2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
CHAPTER 4: THE INTER-DEPENDENCE

AMONG LIVING ORGANISMS.
LO1 The inter-dependence among living
organisms
Species, population and community are,
Carry out a field work to study species, habitat,

population, community in an ecosystem.
Habitat and ecosystem
Characterise
Observing
Form mental
image
Analyse
Classify
Various habitats in one ecosystem,

The interdependence among living
organisms and the environment to
create a balanced ecosystem,
Carry out a discussion on interdependence among

living organisms and the environment to create a
balanced ecosystem.
Correlate by
explaining
through
examples
Appreciating
the balance of
nature.
Basic concept of habitat has

been introduced in primary
school.
During the field work the
concept of ecology will be
constructed through
contextual learning.
Week &
date
10
25/2
1/3/13
10
4
8/3/13
classification.
in a habitat,
the environment.

living organisms.
LEARNING AREA:
11
11
15/3/13
CCTS
(Critical &
creative
thinking skills)
SPS
(Science
Process Skills)
Scientific
Attitudes &
Noble Values
Correlate
Compare &
contrast
Inferring
Characterise
Observing
Having an
interest and
curiosity
towards the
environment.
Compare &
differentiate
Classifying
Being
systematic.
Generate ideas
Analyse
Generalise
Conclude
Communicating
Having critical
and analytical
thinking.
LO2 The interaction between living organisms.

The types of interactions between
living organisms,
The interactions between living
organisms,
The importance of interaction
between living organisms and the
environment,
The advantages and disadvantages
of biological control in regulating the
number of pest in certain areas.
Collect and interpret data on the types of

interactions as follows:
a) prey-predator,
b) symbiosis: commensalism, mutualism and
parasitism e.g. remora and shark, algae and
fungi, tape worm and man,
c) competition.
Characterise
Observing
Conclude by
explaining with
examples
Compile &
differentiate
Interpreting data
Conduct an activity to show the importance of the

interaction between organisms and the environment.
Analyse by
justifying &
explaining
through
examples
Inferring
Defining
operationally
Discuss the advantages of biological control in

regulating the numbers of pests in certain areas.
Classifying
Communicating
Realising that
science is a
means to
understand
nature.
Notes
.
the world should be
highlighted
Week &
date
10
25/2
1/3/13
10
4
8/3/13
classification.
in a habitat,
the environment.

living organisms.
LEARNING AREA:
11
11
15/3/13
CCTS
(Critical &
creative
thinking skills)
SPS
(Science
Process Skills)
Scientific
Attitudes &
Noble Values
Correlate
Compare &
contrast
Inferring
Characterise
Observing
Having an
interest and
curiosity
towards the
environment.
Compare &
differentiate
Classifying
Being
systematic.
Generate ideas
Analyse
Generalise
Conclude
Communicating
Having critical
and analytical
thinking.
Notes
.
the world should be
highlighted
LO3 The food web.

Meanings of producers, consumers
and decomposers
Combination of a few food chains to
construct a food web,.
The producer, consumer and
decomposer in a food web,
Pyramid number from a food chain,
Relate the food web and the pyramid
number to energy flow.
Predict the consequences if a certain
component of living organisms in the
ecosystem is missing
Collect and interpret data on the producer,

consumer, decomposer and pyramid number.
Construct a food web from a few food chains and
identify the producer, consumer and decomposer.
Discuss the energy flow in the food web
constructed.
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 organisms in an ecosystem is
missing
10
Characterise
Observing
Conclude by
identifying &
constructing
Interpreting data
Visualising
Correlate
Generate ideas
Analyse
Generalise
Conclude
Forecasting
Having critical
and analytical
thinking.
Food chain has been taught in

primary science
Predicting
Being
cooperative
Refer to the crown of thorn

problem in the coral reef in the
marine park
Communicating
Being honest
.
Predicting
Week &
date
10
25/2
1/3/13
10
4
8/3/13
classification.
in a habitat,
the environment.

living organisms.
LEARNING AREA:
12
18/3
22/3/13
CCTS
(Critical &
creative
thinking skills)
SPS
(Science
Process Skills)
Scientific
Attitudes &
Noble Values
Correlate
Compare &
contrast
Inferring
Characterise
Observing
Having an
interest and
curiosity
towards the
environment.
Compare &
differentiate
Classifying
Being
systematic.
Generate ideas
Analyse
Generalise
Conclude
Communicating
Having critical
and analytical
thinking.
Notes
.
the world should be
highlighted
LO4 Photosynthesis.
Meaning of photosynthesis
The factors required for
photosynthesis,
Carry out discussion on what photosynthesis is.

Carry out experiments to determine the factors
needed for photosynthesis i.e. carbon dioxide,
water, light and chlorophyll.
Characterise
Hypothesising
Generate ideas
Analyse
Generalise
Conclude
Communicating
Experimenting
Synthesising
Hypothesising
Correlate
Inferring
State the products of photosynthesis,

The variables that are required for
photosynthesis,
Discuss the importance of photosynthesis in

maintaining a balanced ecosystem.
The role of photosynthesis in

maintaining a balanced ecosystem
Discuss the carbon and oxygen cycles.
CUTI PERTENGAHAN PENGGAL PERTAMA

23 MAC 2013 31 MAC 2013
11
Being honest
and accurate in
recording and
validating data.
Being
responsible of
the
environment.
Having critical
and analytical
thinking.
The carbon and oxygen cycle

should be included.
Week &
date
10
25/2
1/3/13
10
4
8/3/13
classification.
in a habitat,
the environment.

living organisms.
LEARNING AREA:
13
1
5/4/13
CCTS
(Critical &
creative
thinking skills)
SPS
(Science
Process Skills)
Scientific
Attitudes &
Noble Values
Correlate
Compare &
contrast
Inferring
Characterise
Observing
Having an
interest and
curiosity
towards the
environment.
Compare &
differentiate
Classifying
Being
systematic.
Generate ideas
Analyse
Generalise
Conclude
Communicating
Having critical
and analytical
thinking.
Notes
.
the world should be
highlighted
LO5 The importance of conservation and

preservation of living organisms.
Explain what conservation and
preservation are,
Explain the steps taken to preserve
and conserve living organisms,
Justify the importance of conservation
and preservation of living organisms,
Support activities organised by various
parties to preserve and conserve the
living organisms.
Collect and interpret data on the conservation and

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
Discussion on how the improvement in science and
technology helps in the conservation and
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.
12
Conclude
Interpreting data
Compare &
contrast
Inferring
Generate ideas
Analyse
Generalise
Conclude
Communicating
Generate ideas
Analyse
Generalise
Conclude
Being
cooperative.
The role of man in

conservation and preservation
has been highlighted in
primary school.
Appreciating
the balance of
nature.
Forest is also home to some

indigenous people should be
included.
Communicating
Having critical
and analytical
thinking.
Week &
date
10
25/2
1/3/13
10
4
8/3/13
classification.
in a habitat,
the environment.

living organisms.
LEARNING AREA:
14
8
12/4/13
CCTS
(Critical &
creative
thinking skills)
SPS
(Science
Process Skills)
Scientific
Attitudes &
Noble Values
Correlate
Compare &
contrast
Inferring
Characterise
Observing
Having an
interest and
curiosity
towards the
environment.
Compare &
differentiate
Classifying
Being
systematic.
Generate ideas
Analyse
Generalise
Conclude
Communicating
Having critical
and analytical
thinking.
Notes
.
the world should be
highlighted
LO6 The role of man in maintaining the

balance in nature.
The effects of human activities on the
balance in nature,
How man solve problems related to
environment,
Carry out a brainstorming session to discuss the

environmental issues affecting the balance in nature
and how to solve it.
Carry out a discussion to justify that man needs
stable and productive ecosystem to ascertain a
harmonious life.
Human need a stable, productive and

balanced ecosystem.
Correlate
Analyse
Generate ideas
(justify)
Inferring
Communicating
Being
respectful and
well-mannered.
Being flexible
and openminded.
Daring to try.
13
Example of environmental
Issues: Global climate change,
habitat destruction, species
extinction, air, soil and water
pollution, loss of wetlands,
solid waste management,
deforestation, land overuse,
over fishing, toxin in the
environment.
THEME:
MATTER IN NATURE
LEARNING AREA: 1.
WATER AND SOLUTION
Week &
date
CCTS
(Critical &
creative
thinking
skills)
SPS
(Science
Process
Skills)
CHAPTER 5 : WATER & SOLUTION

15
LO1 The physical characteristics of water.
16
19/4/13
State the meaning of the freezing point of

water,
The meaning of the boiling point of water,
The physical characteristics of water,
Explain through example the effects of
impurities on the physical characteristics of
water.
16
22
26/4/13
Carry out activities to determine the following:

a) the freezing point of water,
b) the boiling point of water.
Carry out an electrolysis to determine the ratio of

hydrogen to oxygen in a molecule of water.
Test the presence of hydrogen and oxygen.
14
Observing
Correlate
Defining
operationally
Conclude
Interpreting
data
Characterise
Observing
Analyse
Inferring
Visualising
Defining
operationally
Carry out an activity to observe the effects of

impurities on the physical characteristics of water.
LO2 The composition of water.

Determine the composition of water,
Characterise
Scientific
Attitudes & Noble
Values
Notes
Being honest and

accurate in
recording and
validating data
The kinetic Theory

should be introduced.
Having critical and

analytical thinking
The ionic theory on

electrolysis is not
needed.
Understand ng that
hydrogen is discharge
at the cathode and
oxygen at the anode is
adequate. The ratio of
gases is required.
Relate the freezing and

boiling point of water to
the kinetic Theory.
Week &
date
17
29/4
3/5/13
LO3 The process of evaporation of water.

Meaning of evaporation
Examples the factors that affect the rate of
evaporation of water with reference to the
kinetic theory,
Compare and contrast between evaporation
and boiling,
The application of the evaporation of water in
daily life.
CCTS
(Critical &
creative
thinking
skills)
SPS
(Science
Process
Skills)
Carry out experiments to study the factors affecting

the rate of evaporation of water i.e. humidity, the
temperature of the surrounding, surface area and the
movement of air.
Characterise
Observing
Compare &
contrast
Measuring and
using numbers
Discuss the factors affecting the rate of evaporation

in relation to the kinetic theory.
Generate
ideas
Analyse
Generalise
Conclude
Experimenting
Interpreting
data
Defining
operationally
Spacing-time
relationship
Discuss the similarities and differences between

evaporation and boiling.
Gather information on evaporation process and its
application in daily life i.e. drying of clothes,
preservation of agricultural products and processing
of food.
Correlate
Compile &
differentiate
Scientific
Attitudes & Noble
Values
Notes
Being honest and

accurate in
recording and
validating data
Appreciating the
balance of nature
Inferring
Classifying
18
6
10/5/13
19
13/5
17/5/13
LO4 Solution and solubility.
Discuss the differences between solute, solvent and

solution.
Characterise
Observing
Compare,
Compile ,
differentiate &
contrast
Classifying
Having critical and

analytical thinking
Meanings of solute, solvent and solution

Contrast and compare between dilute
solution, concentrated and saturated
solution,
Carry out activities to prepare a dilute solution, a

concentrated solution and a saturated solution.
Explain what suspension is,
Discuss the similarities and differences between

dilute solution, concentrated solution and saturated
solution.
Explain what solubility is,
Carry out activities to illustrate the differences

between a solution and a suspension.
15
Visualising
Defining
operationally
Correlate
Inferring
Appreciating the
contribution of
science and
technology
Daring to try
Being honest and
accurate in
recording and
Introduce insoluble
sediments are known as
residue.
Week &
date
20
20/524/5
Explain the factors affecting the solubility of

solutes in water,
Explain the importance of water as a
universal solvent in life,
Give examples on the uses of organic
solvents in our everyday life.

Carry out experiments to determine the factors
affecting the solubility of a solute.
a) Nature of solvent,
b) Nature of solute,
c) Temperature.
Carry out experiment to determine the factors
affecting the rate of dissolving:
a) temperature,
b) rate of stirring,
c) size of solute particle.
Discuss the importance of water as a universal
solvent in life.
Gather information on the application of organic
solvents in daily life.
CUTI PERTENGAHAN TAHUN
25 MEI 2013 9 JUN 2013
16
CCTS
(Critical &
creative
thinking
skills)
SPS
(Science
Process
Skills)
Scientific
Attitudes & Noble
Values
validating data.
Compare &
contrast
Generate
ideas
Analyse
Synthesising
Generalise
Conclude
Forecasting
Communicating
Experimenting
Spacing-time
relationship
Notes
Week &
date
LO5 Acid and alkali.

21
10
14/6/13
Identify the properties of acid, identify the

properties of alkali,
State that acid and alkali only show their
properties in the presence of water,
Explain through examples the definition of
acid and alkali,
Identify the substances which are acidic or
alkaline in everyday life,
17
21/6/13
Carry out activities to study:

a) the properties of acid in terms of pH value,
taste, corrosive nature, effect on litmus paper,
reaction with metals such as magnesium and
zinc,
b) the characteristics of alkali in terms of pH value,
taste, corrosive nature, effect on litmus paper,
c) carry out a discussion to define acid and alkali
operationally.
Carry out activities to determine the acidic and
alkaline substances in daily life.
State the uses of acid and alkali in daily life,
Gather information on the usage of acid and alkali in

everyday life such as in agriculture and industry.
Explain the meaning of neutralisation,
Discuss on the meaning of neutralisation.
Write an equation in words to describe the

neutralisation process,
Carry out an activity to show neutralisation using the

hydrochloric acid and sodium hydroxide of the same
concentration.
Explain through examples the uses of

neutralization in daily life.
22
LO6 The methods of water purification.

List the natural sources of water,
State the reasons for water purification,
Describe the various types of water
purification,
CCTS
(Critical &
creative
thinking
skills)
SPS
(Science
Process
Skills)
Scientific
Attitudes & Noble
Values
Observing
Characterise
Classifying
Compile &
differentiate
Correlate
Making
analogy
Interpreting
data
Defining
operationally
Compare &
contrast
Generate
ideas
Analyse
Synthesising
Generalise
Conclude
Forecasting
Communicating
Generate
ideas
Analyse
Communicating
Notes
Caution:
Appreciating the
contribution of
science and
technology
Having critical and
analytical thinking
Appreciating the
balance of nature
Chemicals in the
laboratory should not
be tasted.
Use only dilute acid and
dilute alkali.
Do not use active metal
such as potassium and
sodium in the reaction
with acid.
Discuss the application of neutralization in daily life

e.g. using shampoo and conditioner and, insect bite.
Make a visit to a water purification site.
Brainstorming on the following:
natural resources of water,
the reasons for water purification.
Discuss the various types of water purification such
as filtration, boiling, chlorination and distillation.
17
Defining
operationally
Generalise
Conclude
Classifying
Appreciating and
practicing clean
and healthy living
Appreciating the
contribution of
science and
technology
The latest development

in water purifications
e.g. ultraviolet treatment
can be discussed.
Week &
date
CCTS
(Critical &
creative
thinking
skills)
SPS
(Science
Process
Skills)
Carry out activities to study the various types of water

purification such as filtration, boiling and distillation.
Compare the strengths and weaknesses of
the various types of water purification.
22
17
21/6/13
LO7 The water supply system.

Describe how the water supply system
works,
Explain ways to save water.
22
17/6
21/6/13
LO8 The preservation of water quality.

Give examples of water pollutants,
Explain the effect of water pollution on living
things,
Explain ways to control water pollution,
Explain ways to preserve water and its
quality.
Pupils present their findings to discuss the strengths

and weaknesses of the various types of water
purification.
Being thankful to
God.
Compile &
differentiate
Make a visit to a water processing plant to study the

water supply system and stages involved in water
purification.
Generate
ideas
Analyse
Communicating
Discuss the ways to save water. Do a project on how

much water the average household uses.
Generalise
Conclude
Interpreting
data
Collect and interpret data on types of water pollutants

which include:
a) industrial waste such as chemical and
radioactive residues,
b) domestic waste such as garbage and sewage,
c) chemicals from the agricultural activities such as
fertilisers and pesticides,
d) siltation caused by constructions and
deforestation,
e) accidental spillage from tankers.
Compile &
differentiate
Classifying
Characterise
Observing
Conclude
Interpreting
data
Conduct discussion on the effect of water pollution on

living things.
Generalise
Conclude
Relating
Visualising
Generate ideas on ways to control water pollution.

Discuss ways to conserve and preserve water and its
quality. Run a campaign on Love Our Rivers.
18
Scientific
Attitudes & Noble
Values
Generate
ideas
Analyse
Communicating
Inferring
Predicting
Having an interest
and curiosity
towards the
environment.
Being objective
Having an interest
and curiosity
towards the
environment.
Appreciating and
practicing clean
and healthy living.
Notes
THEME: MATTER IN NATURE

LEARNING AREA:
2. AIR PRESSURE
Week &
date
23
24
28/6/13
23
24
28/6/13
CHAPTER 6 : AIR PREESURE

LO1 Air pressure.
LO2
Carry out an activity to discuss the kinetic theory

of gases.
Explain the existence of air pressure

with reference to the Kinetic Theory,
Carry out an activity to show that air exerts

pressure.
Explain the factors affecting air pressure.
Carry out activities to show the factors affecting

air pressure, i.e. volume and temperature.
CCTS
thinking skills)
SPS
(Science
Process Skills)
Characterise
Observing
Analyse
Inferring
Visualising
Defining
operationally
Generate ideas
Generalise
Conclude
Communicating
Characterise
Observing
Conclude
Interpreting data
Generate ideas
Analyse
Communicating
The principle of air pressure in daily life.

Explain with examples things that use
the principle of air pressure,
Collect and interpret data on appliances that use

the principle of air pressure.
Generate ideas to solve problems using

the principle of air pressure,
Gather information and discuss the application of

air pressure in syringe, siphon, spraying pump
and drinking straw.
Relate the safety measures taken when

using gas under high pressure.
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.
*Teachers can design some activities.
Gather information on how a gas tank
containing gas under high pressure works.
Discuss the safety precautions taken when using
gas under high pressure.
19
Generalise
Conclude
Correlate
Scientific
Attitudes & Noble
Values
Realising that
science is a mean
to understand
nature.
Having critical and
analytical thinking
Appreciating the
contribution of
science and
Technology.
Having critical and
analytical thinking.
Inferring
Notes
Being cooperative.
Caution:
Do not place tank
containing gas under
high pressure near
heat.
Week &
date
CCTS
thinking skills)
SPS
(Science
Process Skills)
CCTS
thinking skills)
Characterise
SPS
(Science
Process Skills)
Observing
Visualising
Defining
operationally
Sequencing
Using time spacerelationship
Scientific
Attitudes & Noble
Values
Notes
PENTAKSIRAN PUSAT
24 - 27
THEME: FORCE AND MOTION

LEARNING AREA:
1. DYNAMICS
Week &
date
28
29/7
2/8/13
28
29/7
2/8/13
5
6/8/13
Notes
CHAPTER 7 : DYNAMICS
LO1 Force.
State that a force is a push or a pull,
Explain the effects of forces,
Explain the various types of forces.
Carry out activities to show pushing and pulling

are forces.
Carry out activities to show the effects of force
(changes in shape, position, speed and
direction).
Carry out activities to show different types of
forces (frictional, gravitational, electrostatic and
magnetic force).
29
Scientific Attitudes
& Noble Values
LO2 The measurement of force.

State the unit of force.
Discuss the unit of force and the principle of a

spring balance.
Compile &
differentiate
Generate ideas
Analyse
Synthesising
Generalise
Classifying
Communicating
Characterise
Observing
Correlate
Measuring and
using numbers
Conclude
Interpreting data
Rational and
objective in
thinking.
Being cooperative
Appreciating the
contribution of
science and
technology.
Being honest and

accurate in
recording and
validating data.
Principle of a spring balance works.

The magnitude of force.
30
19
Carry out activity to measure the magnitude of

force.
LO3 Application of frictional force.

Explain with example the existence of
Discuss with examples to show the existence of

frictional force.
20
Being systematic.
Characterise
Observing
Correlate
Measuring and
Appreciating the
contribution of
science and
Ignore static
frictional force
Week &
date
23/8/13

frictional force,
State the direction and the magnitude of
frictional force,
Carry out an experiment to show how
different types of surfaces affects
frictional force,
Explain the advantages and
disadvantages of friction,
Explain ways to increase friction.
Explain ways to reduce friction,
Explain with examples the application of
friction in daily life.

Carry out activities to identify the direction of
frictional force and measure the magnitude of
the force.
Carry out an experiment to show how different
types of surfaces affect the magnitude of
frictional force.
Gather information and discuss the advantages
and disadvantages of friction.
Carry out activities on ways to
a) increase friction,
b) reduce friction.
CCTS
thinking skills)
SPS
(Science
Process Skills)
using numbers
& Noble Values
technology.
Conclude
Interpreting data
Visualising
Defining
operationally
Compile &
differentiate
Generate ideas
Analyse
Synthesising
Conclude
Generalise
Having critical and

Experimenting
Being cooperative.
Communicating
Discuss the application of increasing and

decreasing friction in our daily life.
31
26
30/8/13
LO4 Application of work.

Explain with examples how work is done,
State the unit for work,
Calculate the work done.
31
26
30/8/13
LO5 Application of power.

State the meaning of power,
Discuss with examples to show work done when

an object is moved by a force.
Carry out activities to determine the work done
by using:
Work (J) = Force (N) X
Distance (m)
Carry out activities to determine power by using:

Power (W) = Work (J)
Time (s)
State the unit for power,
Compile &
differentiate
Correlate
Generate ideas
Analyse
Synthesising
Conclude
Generalise
Communicating
Visualising
Defining
operationally
Correlate
Measuring and
using numbers
Being cooperative.
Measuring and
using numbers
Having critical and
Interpreting data
Being honest and

accurate in
recording and
validating data.
Being systematic.
21
Notes
Week &
date
Calculate power on the work done.
32
LO6 The importance of force in life.

Describe life if force does not exist.
2
6/9/13
Create an activity to show how life would be

without force, e.g. in a poster, a sketch or skit.
CCTS
thinking skills)
Conclude
SPS
(Science
Process Skills)
Interpreting data
Characterise
Generate ideas
Analyse
Synthesising
Generalise
Observing
& Noble Values
Communicating
Appreciating the
contribution of
science and
technology.
SPS
(Science
Process Skills)
Scientific
Attitudes & Noble
Values
Characterise
Observing
Interest and
inquisitive.
Visualising
Defining
operationally
Notes
THEME:
FORCE AND MOTION
LEARNING AREA: 2. SUPPPORT AND MOVEMENT
Week &
date
33
9
13/9/13
CHAPTER 8 : SUPPORT & MOVEMNT

LO1 The support system in animals.
Explain the various support systems in
vertebrates and invertebrates,
Compare and contrast the support
system between land and aquatic
vertebrates,
Gather information and discuss the various

support systems in
a) land and aquatic vertebrates,
b) land and aquatic invertebrates.
CCTS
thinking skills)
.
Compile &
differentiate
Compare and contrast the support

system between land and aquatic
invertebrates.
22
Classifying
Realising that
science is a
means to
understand nature.
Notes
For invertebrates
introduce exoskeleton
endoskeleton,
hydrostatic skeleton
Week &
date
33
913/9/13
34
17
20/9/13
LO2 The support system in plants.

Explain the various support systems in
plants, in woody and non-woody plants
Classify plants based on their support
systems.
LO3 Appreciating the support system in living

things.
Justify the important of the support
system to living things
Carry out activities to study the various support

systems in plants.
Carry out activities to classify plants based on
their support systems.
Discuss issues i.e.:

a) inability of whales to move back to the sea
after being washed to shore,
b) a crippled person using crutches for
support.
CCTS
thinking skills)
SPS
(Science
Process Skills)
Scientific
Attitudes & Noble
Values
Characterise
Observing
Interest and
inquisitive.
Visualising
Defining
operationally
Compile &
differentiate
Classifying
Generate ideas
Analyse
Generalise
Conclude
Communicating
Visualising
Having an interest
and curiosity
towards the
environment.
Notes
Features that help
non-woody plants
include tendrils,
thorns, air sacs in
aquatic plants.
Being thankful to
God.
Defining
operationally
THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

LEARNING AREA: 1. STABILITY
Week &
date
35
23
27/9/13
36
30/9
4/10/13

CHAPTER 9 : STABILITY
LO1 Factors affecting the stability
Determine the point of equilibrium in
regular and irregular shapes,
Relate the point of equilibrium as the
centre of gravity of objects,

Carry out activities to find the point of
equilibrium in regular and irregular shapes.
Carry out an experiment to find out how the
centre of gravity affects the stability of an object
by manipulating the
a) height,
b) base area.
CCTS
thinking skills)
SPS
(Science
Process Skills)
Scientific
Attitudes & Noble
Values
Characterise
Observing
Being cooperative.
Correlate
Inferring
Having critical and

Compile &
differentiate
Classifying
Visualising
Relate the centre of gravity to the stability
of objects.
Discuss the relationship between the centre of

gravity to stability.
23
Defining
operationally
Notes
Week &
date
37
7
11/10/13
LO2 Appreciating the importance of stability.

Ways to improve the stability of objects
around them,
Explain with examples the application of
stability in life.
Carry out a brain storming session on ways to

improve stability.
Carry out activities like projects or games to
build models by applying the concept of stability.
CCTS
thinking skills)
Characterise
Correlate by
suggesting
Observing
Inferring
Generate ideas
Analyse
Generalise
Conclude
Communicating
Visualising
THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

LEARNING AREA:
2. SIMPLE MACHINE
24
SPS
(Science
Process Skills)
Defining
operationally
Scientific
Attitudes & Noble
Values
Appreciating the
contribution of
science and
technology.
Notes
Week &
date
38
14
18/10/13
39
21
25/10/13

CHAPTER 10 : SIMPLE MACHINE
LO1 Levers.
List things around them that use
the principle of the lever,
Classify levers,
Explain what is meant by the
moment of a force,
Solve problems related to levers.
28/10
8/11/13
Make an observation to identify the load, force and

fulcrum then classify them into first, second and third
class levers.
Carry out an activity to show the relationship between
moment and the product of force and distance.
CCTS
thinking skills)
SPS
(Science Process
Skills)
Scientific
Attitudes & Noble
Values
Characterise
Observing
Correlate
Inferring
Ability to think
critically and
analytically.
Making analogy
Defining
operationally
Generate ideas
Analyse
Generalise
Conclude
Compile &
differentiate
Communicating
Correlate
Measuring and
using numbers.
Characterise
Observing
Correlate
Generate ideas
Analyse
Generalise
Conclude
Measuring and
using numbers
Solving problems related to levers using the following

formulae:
Load (N) X distance of the load from fulcrum (m) =
Force (N) X distance of the force from the fulcrum (m)
LO2 Appreciating the innovative efforts in

the design of machine to simplify
work.
Design or improvise a device
using the principle of a lever.
42
Discuss that the lever enables us to:

a) change a small force into a big force,
b) change a small movement into a large movement,
c) state that the moment of force = force X
perpendicular distance from pivot to force.
State what a lever can do,

Identify load, force and fulcrum in
the lever,
40-41
Carry out a project to build a device using the principles

of a lever.
Kemaskini fail peribadi pelajar sains tingkatan 2 2013.
25
When we open the

door or use a
wrench to loosen a
nut, we are applying
a force that causes a
turning effect to
accomplish the
desired task. The
turning effect is
called the moment of
a force.
Classifying
Communicating
Notes
Appreciating the
contribution of
science and
technology.

Yearly Plan F2 2013

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Yearly Plan F2 2013

Transféré par

Droits d'auteur :

Formats disponibles

Created by CDC SZA 10

YEARLY TEACHING PLAN

SCIENCE PANEL OF SMKIS 2013

Created by CDC SZA 10

THEMES & LEARNING AREAS

THEME 4 : FORCE AND MOTION

THEME 5 : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

Created by CDC SZA 12

Chapters & Learning Outcomes

Suggested Learning Activities

CHAPTER 1 : THE WORLD THROUGH OUR

Activity 1.1 textbook v.1 (Relate daily activities & senses

LO2 Sense of touch

Using models, charts, computer software and other

LO3 Sense of smell

Discussion of what happens in our body after a stimulus is

Using models, charts, computer software and other

Identify the position of the sensory cells

Carry out activities to find how taste is related to smell.

The structures of the

Created by CDC SZA 12

Chapters & Learning Outcomes

Suggested Learning Activities

CHAPTER 1 : THE WORLD THROUGH OUR

LO1 Sensory organs

Activity 1.1 textbook v.1 (Relate daily activities & senses

LO5 Sense of hearing

Computer simulation to illustrate the hearing mechanism.

Discussion of the hearing mechanism.

LO6 Sense of sight.

Examine the cows eye or model of a human eye.

Collect information on structure and function of each part of

Discussion of what happens in our body after a stimulus is

Discuss of sight mechanism

LO7 Light and sight.

Carry out activities to study:

Collect information about the types of defects of vision and

Carry out activities to show what short sightedness and

Ways to correct vision defects,

Relate the properties

Created by CDC SZA 12

Chapters & Learning Outcomes

Suggested Learning Activities

LO1 Sensory organs

Activity 1.1 textbook v.1 (Relate daily activities & senses

Describe the properties of sound,

Discuss what astigmatism is and the way to correct it.

Gather information about the device to overcome the

Discuss the connection between stereoscopic vision and

CHAPTER 1 : THE WORLD THROUGH OUR

Discuss the limitations of hearing and ways of improving it.

Carry out experiments to investigate:

Created by CDC SZA 12

Chapters & Learning Outcomes

Suggested Learning Activities

CHAPTER 1 : THE WORLD THROUGH OUR

Activity 1.1 textbook v.1 (Relate daily activities & senses

identify the parts of the plants sensitive to

Discuss in what ways the response of plants towards

LO1 The classes of food.

Explain through the classes of food,

Discuss the classes of food i.e. carbohydrate, protein, fats,

Only the major vitamins [ A,