SEKOLAH MENENGAH KEBANGSAAN SUBANG JAYA

YEARLY LESSON PLAN 2018

SCIENCE FORM 4

WEEK LEARNING OUTCOMES ACTIVITIES/

NOTES
Week 1 THEMES: INTODUCING SCIENCE; LEARNING AREA : SCIENCE INVESTIGATION
1.1 Analysing method of scientific investigation
2/1 – 5/1 A student is able to:
explain the steps in scientific investigation, Carry out an
carry out a scientific investigation, experiment
write a report on a scientific investigation,
explain the importance of scientific investigation.
1.2 Realising the need to practice scientific attitudes and noble values
when carrying out scientific investigations.
A student is able to: Group
identify scientific attitudes and noble values practised by scientists, discussion
explain the need to practice scientific attitudes and noble values when Flow map
carrying out a scientific investigation,
practise scientific attitudes and noble values when carrying out a scientific
investigation.
THEMES: MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA : BODY COORDINATION
1.1 Understanding body coordination
Week 2 A student is able to:
describe what body coordination is, Circle map
8/1 – 12/1 identify the body systems that control and regulate coordination,
state the importance of body coordination Tree map
1.2 Understanding the human nervous system
A student is able to:
identify the component parts of the human nervous system, Using ICT
state the function of each component part of the nervous system, courseware
state what a neurone is,
identify the parts of a neurone,
state the function of each part of the neurone, Peta dakap
identify the different types of neurone,
state the function of each type of the neurone Circle map
compare and contrast the different types of neurone.
Double bubble
map
Week 3 1.3 Analysing nervous coordination
A student is able to:
15/1 – 19/1 state what receptors and effectors are, Brige map
state the functions of receptors and effectors,
explain with examples what a reflex action is,
describe a reflex arc,
illustrate the path taken by an impulse in the reflex arc.
1.4 Understanding the role of proprioceptors in maintaining balance and
coordination Circle map
A student is able to: Bubble map
explain what proprioceptors are,
explain the importance of proprioceptors
1.5 Understanding the human brain and its complexity Tree map
A student is able to:
identify the main parts of the human brain,
state the functions of each main part of the human brain,
Week 4 explain what voluntary action is, Circle map
give examples of voluntary action,
22/1 – 26/1 explain what involuntary action is,
give examples of involuntary action,
explain the effects of injuries to specific parts of the human brain.
 1.6 Understanding hormonal coordination in the body
A student is able to: Peta pelbagai
describe what a hormone is, alir
describe what endocrine glands are,
identify the main endocrine glands and their respective locations in the
body,
state the functions of hormones secreted by the endocrine glands,
describe the effects of hormonal imbalance on health.
1.7 Analysing coordination between the nervous system and the endocrine Temperature
Week 5 system control in our
A student is able to: body
1/ 2 – 5/5 compare and contrast nervous coordination with hormonal coordination,
explain with examples the coordination between the nervous system and the
endocrine system in response to a specific stimulus, Double bubble
explain the importance of coordination between the nervous system and the map
endocrine system in response to a specific stimulus
Week 5 1.8 Evaluating the effects of drug abuse on body coordination and health PowerPoint
A student is able to: presentation.
29/1 - 2/2 define what drugs are, Bubble map
list examples of drugs,
explain what drug abuse is,
describe the effects of drug abuse on body coordination,
describe the effects of drug abuse on health.
1.9 Analysing the effects of excessive consumption of alcohol on body Using ICT
Week 6 coordination and health courseware
A student is able to:
5/2- 9/2 list examples of alcoholic drinks,
describe the effects of excessive consumption of alcohol on body Bubble map
coordination,
describe the effects of excessive consumption of alcohol on health,
justify the importance of avoiding excessive consumption of alcohol.
1.10 Realising the importance of a sound and healthy mind Gather
A student is able to: information -
state what mind is, books,
identify factors that affect the mind, magazines,
explain how substance abuse can affect the mind, newspapers and
justify the importance of a sound and healthy mind. discussion
Circle map
THEMES: MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA : HEREDITY AND VARIATION
2.1 Understanding cell division Names of the
Week 7 A student is able to: phases in
state what genes, deoxyribonucleic acids (DNA) and chromosomes are, mitosis
12/2 -16/2 describe the relationship between gene, DNA and chromosome, and meiosis are
state what mitosis is, not
describe the process of mitosis, required.
state what meiosis is, Only a brief
describe the process of meiosis, discussion is
compare and contrast mitosis with meiosis, needed.
explain the importance of mitosis and meiosis.

Double bubble
map
2.2 Understanding the principles and mechanism of inheritance
Week 8 A student is able to:
explain what dominant genes and recessive genes are,
19/2-23/2 identify dominant traits and recessive traits in human,
llustrate the mechanism of inheritance of traits using a schematic diagram, Tree map
predict the genotype and phenotype ratios of a monohybrid cross.
Week 9 EARLY YEAR TEST
26/2.-2/3
Week 10 2.3 Understanding sex determination and the occurrence of twins in human
5/3 – 9/3 beings
 A student is able to:
explain what sex chromosomes are, Tree map
explain how sex is determined,
explain the formation of identical and non-identical twins,
compare and contrast identical with non-identical twins,
explain what siamese twins are
2.4 Understanding Mutation Change in genes
Week 11 A student is able to: and
state what mutation is, chromosomes
12/3 -16/3 state the types of mutation, at the molecular
list examples of mutation, level is not
identify causes of mutation, required
state the advantages and disadvantages of mutation.
2.5 Evaluating the effects of genetic research on human life
A student is able to:
list the contributions of genetic research in various fields, Bubble map
explain selective breeding in plants and livestock, Tree map
state the importance of selective breeding in plants and livestock,
describe the technology used for selective breeding,
present arguments for and against genetic research.

Bubble map
CUTI PERTENGAHAN PENGGAL 1
( 17/3 – 25/3)
2.6 Analysing variation among living things
Week 12 A student is able to:
state what variation is,
26/3 – 30/3 list variation in humans,
classify variation into continuous and discontinuous variation, Circle map
compare and contrast continuous and discontinuous variation, Tree map
identify factors that cause variation,
explain the importance of variation.
2.7 Realising the need to adhere to a code of ethics in genetic research
A student is able to:
explain how the misuse of knowledge in the field of genetics can endanger
life,
describe the importance of establishing and adhering to ethics and morals in Flow map
scientific research for the benefit of mankind.
THEMES: MATTER IN NATURE; LEARNING AREA : MATTER AND SUBSTANCES
1.1 Analysing changes in the states of matter
A student is able to:
explain the kinetic theory of matter,
Week 13 a) relate changes in heat to changes in kinetic energy of the particles in
matter, Flow map
2/4 – 6/4 b) explain the interconversion of the three states of matter based on the
kinetic theory of matter.
1.2 Understanding the structure of an atom Draw a labelled
A student is able to: diagram Double
describe the structure of an atom, bubble map
identify the subatomic particles,
compare and contrast the subatomic particles.
 1.3 Applying the idea of proton number and nucleon number in atoms of Elements with
elements proton numbers
A student is able to: 1 – 10 are
state what proton number is, required.
state what nucleon number is, - relationship
relate the number of protons, neutrons and electrons in an atom to its proton between the
number and nucleon number, number of
deduce the number of protons, electrons and neutrons in atoms of different protons,neutron
elements, s and electrons
make a generalisation on the numbers of protons and electrons in atoms of - proton number
different elements, and nucleon
state what isotopes are, number
give examples of isotopes. Circle map
1.4 Understanding the classification of elements in the Periodic Table Students are to
Week 14 A student is able to: fill up the
describe the arrangement of elements in the Periodic Table, missing
9/4-13/4 describe what is meant by groups and periods in the Periodic Table, elements in the
identify the locations of metals, non-metals and semimetals in the Periodic Periodic Table.
Table,
state the importance of the Periodic Table. Tree map
1.5 Understanding the properties of substances based on the particles similarities and
present in them differences in g.
A student is able to: organizer.
describe what atoms, molecules and ions are, Discussion
identify the particles in substances as atoms, molecules and ions,
state examples of substances made of atoms, molecules and ions, Tree map
compare and contrast substances that are made of atoms, molecules and
ions based on their physical properties,
relate the physical properties of substances made up of atoms, molecules
and ions to the arrangement of particles and the forces of attraction between
them.
1.6 Understanding the properties and uses of metals and non-metals
Week 15 A student is able to:
16/4– 20/4 list examples of metals and non-metals,
list the properties of metals and non-metals, Bubble map
list the uses of metals and non-metals in daily life,
compare and contrast metals and non-metals based on their physical Double bubble
properties, map
relate the physical properties of metals and non-metals to their
uses in daily life.
1.7 Analysing methods of purifying substances
Week 16 A student is able to
state the characteristics of pure substances,
23/4 – 27/4 describe the different methods of purification of substances,
relate the characteristics of substances to the methods of purification used, Bubble map
explain with examples the methods of purification used to produce
substances used in daily ife.
1.8 Appreciating the existence and uses of various substances of
different characteristics Tree map
A student is able to:
describe how man uses various substances of different characteristics and
states in everyday life,
justify the importance of the existence of various substances
of different characteristics and states that benefit mankind.

THEMES: ENERGY IN LIFE; LEARNING AREA : ENERGY AND CHEMICAL CHANGES

Week 17 1.1 Understanding physical and chemical changes
A student is able to: Tree map
30/4 – 4/5 explain what physical change is,
explain what chemical change is,
give examples of physical changes in daily life, Double bubble
give examples of chemical changes in daily life, map
compare and contrast physical changes and chemical changes.
Week 18- MID TERM EXAMINATION
21 ( 11/5 – 1/6 )
7/5 – 1/6
Week 22 1.2 Analysing heat change in chemical reactions a) dissolving
4/6 – 8/6 A student is able to: ammonium
state that chemical reactions involve heat change, chloride in
identify reactions involving heat loss, water,
identify reactions involving heat gain, b) dissolving
relate changes in temperature of reactants to exothermic reactions, sodium
relate changes in temperature of reactants to endothermic reactions, hydroxide in
explain through examples heat changes that occur during industrial water
chemical reactions. Tree map.
9/6 – 24/6 MID TERM SCHOOL HOLIDAY
1.3 Synthesising the reactivity series of metals reactivity of
Week 23 A student is able to: metals with
describe the reactivity of metals with water, water, acids and
25/6- 29/6 describe the reactivity of metals with acids, oxygen.
describe the reactivity of metals with oxygen, Illustrate the
compare and contrast the reactivity of metals with water, acids and oxygen, similarities and
arrange metals in order of reactivity, differences in a
construct the reactivity series of metals based on reactivity of metals with graphic
oxygen, organiser.
identify the position of carbon in the reactivity series.
Discussion
1.4 Applying the concepts of reactivity series of metals View computer
A student is able to: simulations or
relate the position of metals in the reactivity series to the method of videos
extraction of metals from their ores, on methods of
explain with examples the process of extraction of a metal from its ore using extracting
carbon, metals from
state the importance of the reactivity series. their ores.
1.5 Understanding electrolysis View videos and
Week 24 A student is able to: discuss the
2/7 – 6/7 state what electrolysis is, uses of
state what anode, cathode, anion, cation and electrolyte are, electrolysis in
describe the electrolysis of an electrolyte using carbon electrodes, industry.
explain the uses of electrolysis in industry. Circle map
Bubble map
1.6 Understanding the production of electrical energy from chemical
reactions Bubble map
A student is able to:
describe how a simple cell works,
list the various types of cells and their uses,
state the advantages and disadvantages of various types of cells.
1.7 Understanding chemical reactions that occur in the presence of light Discuss
Week 25 A student is able to: chemical
9/7 – 13/7 give examples of chemical reactions which require light, reactions.
explain the effect of light on photosensitive chemicals,
explain why certain chemicals are stored in dark bottles Showing
negative film
1.8 Appreciating the innovative efforts in the design of equipment using Brainstorming -
chemical reactions as sources of energy new ways of
A student is able to: using chemical
describe how energy obtained from chemical reactions should be used reactions
efficiently to prevent wastage, as sources of
describe how equipment utilising chemical reactions as sources of energy energy for
should be disposed to reduce environmental pollution, equipment
give suggestions on new ways of using chemical reactions as sources of
energy for equipment
put into practise good habits when using and disposing equipment that uses
chemical reaction as a source of energy.
THEMES: ENERGY IN LIFE ; LEARNING AREA : NUCLEAR ENERGY
Week 26 2.1 Understanding radioactive substances Discuss:
16/7 -20/7 A student is able to: Radioactive
state what radioactive substances are, substances,
give examples of radioactive substances, radioisotope,rad
describe the process of radioactive decay, ioactive decay
name the three types of radioactive radiations, and radiations.
describe the characteristics of each type of radioactive radiation, Experiments
compare and contrast radioactive radiations, equipments – G.
explain what radioisotopes are, Muller
give examples of radioisotopes, View computer
explain the uses of radioactive substances. simulations
about
radioactive.
Tree map
Week 27
23/7 – 27/7 JULY TEST
2.2 Understanding the production of nuclear energy and its uses
A student is able to:
describe the production of nuclear energy through fission,
describe the production of nuclear energy through fusion,
state the uses of nuclear energy, Tree map
describe the process of generating electricity from nuclear energy,
explain the effects of nuclear energy production Bubble map
2.3 Awareness of the need for proper handling of radioactive substances
Week 28 A student is able to:
30/7 – 3/8 state the effects of radioactive radiations on living things,
describe the correct way of handling radioactive substances and radioactive Bubble map
waste,
explain the need for proper handling of radioactive substances and
radioactive waste.
THEMES: ENERGY IN LIFE
LEARNING AREA : LIGHT, COLOUR AND SIGHT
3.1 Synthesising the formation of image by plane mirrors and lenses
A student is able to:
state the characteristics of images formed by a plane mirror,
state the characteristics of images formed by a convex lens,
Week 29- state the characteristics of images formed by a concave lens,
30 compare and contrast images of distant objects formed by convex lenses Bubble map
6/8 -17/8 and concave lenses,
draw a labelled ray diagram to show the formation of image by
light rays passing through a convex lens,
draw a labelled ray diagram to show the formation of image by
light rays passing through a concave lens,
draw ray diagrams to explain how characteristics of images formed by
convex lenses vary with object distance,
determine the focal length of a convex lens.
2ND MID TERM SCHOOL HOLIDAY
3.2 Synthesising the formation of image by optical instruments
A student is able to:
identify the parts of optical instruments involved in image formation,
draw ray diagrams for light rays passing through an optical instrument,
compare and contrast the mechanisms in focusing and controlling the
Week 31 amount of light that enters human eyes and a camera,
27/8 – 31/8 explain the structure and function of various parts of the eye using a camera
as an analogy.
3.3 Analysing light dispersion
A student is able to:
Week 32 state what light dispersion is,
3/9 – 7/9 explain through examples how dispersion of light occurs. Circle map
 3.4 Analysing light scattering
A student is able to:
state what light scattering is,
give examples of phenomena related to light scattering, Circle map
explain through examples how scattering of light occurs in natural
phenomena
3.5 Analysing the addition and subtraction of coloured lights
Week 33 A student is able to:
10/9 – 14/9 identify primary and secondary colours,
explain how addition of primary colours produces secondary Tree map
colours,
explain the subtraction of colours by coloured filters

3.6 Applying the principle of subtraction of coloured light to explain the

appearance of coloured objects
A student is able to:
explain subtraction of coloured lights by coloured objects,
explain the appearance of coloured objects under white light.
explain the appearance of coloured objects under coloured lights,
state the function of rod and cone cells in the eye.
3.7 Analysing the effect of mixing pigments Observe and
A student is able to : study pigment
state what pigment is, and the effect of
list the uses of pigments, mixing
compare and contrast the mixing of pigments with the addition of coloured pigments.
lights,
explain through examples the effects of pigments on light,
make conclusions about the mixing of pigments.
3.8 Evaluating the importance of colour in daily life Computer
Week 34 A student is able to: simulations or
17/9 – 21/9 list the uses of colour in daily life, videos
state with examples the importance of colour to living things, discussions
justify the importance of colour to living things.
Bubble map
3.9 Appreciating the benefits of various types of optical instruments to Discussions on
mankind advantages of
A student is able to: various kinds of
relate the inventions of various types of optical instruments to their optical
contributions to mankind. instruments.
THEMES: TECHNOLOGICAL AND INDUSRIAL DEVELOPMENT IN SOCIETY
LEARNING AREA : CHEMICALS IN INDUSTRY
Week 35 1.1 Understanding the properties of alloys and their uses in industry
24/9 – 28/9 A student is able to:
state what an alloy is, Examine things,
give examples of alloys, collect and
explain how the formation of alloy can change the properties of metals, interpret data
relate the changes in the properties of metals when they are converted to and discuss.
alloys to the arrangement of particles in the alloys,
relate the properties of alloys to their uses in daily life, Using ICT
describe the importance of alloys in industry, courseware.
state what superconductor alloys are.

Tree map
 1.2 Analysing the production and uses of ammonia in industry Draw a flow
A student is able to chart -
list the uses of ammonia and its compounds in daily life, production of
describe how ammonia is produced in industry, ammonia.
state the factors which affect the production of ammonia in industry, Bubble map
state the industrial uses of ammonia, - uses of
describe how ammonia is used to produce ammonium salt fertilisers and ammonia in
urea. industry such as
manufacturing
fertilisers and
nitric acid
1.3 Analysing the effects of industrial waste disposal on the environment List out the
A student is able to effects of
identify manufacturing activities which are sources of pollution, improper
explain the effects of improper industrial waste disposal, industrial
relate the effects of industrial waste disposal to the survival of waste.
living things,
state with examples the methods of controlling industrial waste disposal to Discussion
avoid pollution.
Bubble map
1.4 Realising the need for preservation and conservation of the environment List out the
from industrial waste pollution for the wellbeing of mankind different types
A student is able to: of polluctions
describe the consequences of uncontrolled and hazard disposal
of industrial waste, Explain
explain the importance of practising responsible way of disposing industrial responsible
waste. ways of
disposing
industrial
waste.
Week 36- FINAL YEAR EXAMINATION
38 ( 1/10 -17/10)
1/10 –
19/10
Week 39- Discussion on final year examination paper
41
22/10–
9/11
Week 42 SPM examination
-43
12/11-24/11
24/11- SCHOOL HOLIDAY
3/1/19