ANNUAL LESSON PLAN

SCIENCE
FORM 3 / 2011

THEME : MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA : 1. RESPIRATION

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
(1) 1.1 Observe the models or A student is able to:  Observing  CD 1
02/01 Analysing the computer software to identify • identify the structure of the  Identifying  SPS book
- human the structure of the human human respiratory system,  Visualizing
06/01 breathing respiratory system which • identify the structure of the
mechanism consists of the nasal cavity, lung,
trachea, bronchus, lungs, ribs, • describe the process of
diaphragm and the intercostals inhalation and exhalation,
muscles. • relate the changes of air
pressure in thoracic cavity
Examine a model of a lung to to inhalation and
identify the bronchus, exhalation,
bronchiole and alveolus. • describe the breathing
mechanism.
Build a functional model of the
human respiratory system to
show the relationship between
the air pressure in the thoracic
cavity and the exhalation.

Discuss the breathing

mechanism.

(2) 1.2 View a video or computer A student is able to:  Observing  CD 1

09/01 Understanding software then gather and • describe the diffusion of  Communicating  SPS book
- the transport interpret oxygen from the alveoli  Text book :
13/01 of oxygen in data on the following: into the blood capillaries, Act 1.2 pg
the human a) diffusion of oxygen from the • describe the transport of 3
body alveoli into the blood oxygen by blood,  model of
capillaries into the cells, • describe the diffusion of the human
b) transport of oxygen by the oxygen from the blood respiratory
red blood cells in the form of capillaries into the cells. system
oxyhaemoglobin.

1.3 Collect and interpret data on the • list the substances  Observing  CD 1
Realising the following: which are harmful to  Communicating  SPS book
importance of a) substances that are harmful the respiratory system,  Text book :
a healthy to the respiratory system, • explain the effects of
 Defining
Act 1.5 pg
respiratory i.e. nicotine and tar (from the operationally
pollutants on the 10
system smoke of cigarettes ), respiratory system,  Inferring
sulphur dioxide (from • list the diseases of the
factories), and carbon respiratory system,
monoxide (from the smoke • practice good habits to
of vehicles) and haze, improve the quality of
b) effects of harmful
air.
substances such as toxin
and carcinogen on the
respiratory system,
c) diseases of the respiratory
system.

Carry out an activity to show the

effects of smoking on the lungs.

Hold or visit an exhibition on the

effects of smoking and diseases
of the lungs.

Brainstorm ideas on how to

improve air quality and put
these ideas into practice.

1
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

THEME : MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA : 2. BLOOD CIRCULATION AND TRANSPORT

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
(3) 2.1 Observe and study models, A student is able to:  Observing  CD 1
16/01 Understanding computer software or videos on • describe the circulatory  Identifying  SPS book
- the transport the structure of the heart and system as a system of  Classifying
20/01 system in types of blood vessels (i.e. tubes with a pump and  Sequencing
humans. artery, vein and capillary) in the valves that ensure one-
* 16/01/11 : blood circulatory system. way flow of blood,
CUTI HARI • state the function of the
KEPUTERAAN Examine a live specimen of a heart,
DYMM TUANKU heart to identify its structure. • identify the structure of the
SULTAN human heart.
KEDAH Discuss the following: • compare and contrast the
a) functions of the heart, structure of arteries, veins
b) characteristics of the blood and capillaries.
vessels and their functions. • relate the characteristics
of the blood vessels to
Carry out and activity to their functions,
compare and contrast • compare and contrast
oxygenated and deoxygenated oxygenated and
blood. deoxygenated blood,
• illustrate the path of blood
Stimulate the flow of blood in flow in the circulatory
the circulatory system. system,
• describe the role of the
Discuss the role of the blood blood circulatory system in
circulatory system in the the transport of
transport of substances. substances,
• explain the importance of
Invite a medical officer to give a maintaining a healthy
talk on “Taking Care of Your heart.
Heart’.

(4) 2.2 Invite physician to give a talk on A student is able to:  CD 1

23/01 Analysing the the following: • state the constituents
 Communica
 SPS book
- human blood ting
27/01
a) the constituents of blood, i.e. of blood and their
plasma, red blood cells, functions,
white blood cells, platelets • state the blood groups,
and their functions, • match the blood group
b) the blood groups, i.e. A, B, of the donor to that of
AB and O, the recipient,
• justify the importance
c) the compatibility between of blood donation,
the blood group of the donor
• describe how donated
and that of the recipient,
blood is stored and
d) the importance of blood
donation, handled.
e) the storage and handling of
donated blood.

(5) 2.3 Observe a wilted plant and A student is able to:  Observing  CD 1
30/01 Analysing the discuss how it occurred. • describe how wilting  SPS book
- transport occurs,
 Communica
 Text book :
03/02 system in Examine the epidermis of a leaf ting
• describe what Act 2.6 &
plants under a microscope to identify transpiration is,  Inferring
2.7 pg 27
* 03/02/11 the stomata. • describe the function of  Text book :
CUTI TAHUN stomata, Act 2.10
BARU CINA Carry out experiments to study • identify the factors pg 29
the factors affecting the rate of affecting the rate of
transpiration. transpiration,
• describe how the factors
Carry out activities to study the
2
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
following: affect the rate of
a) transport of synthesised transpiration,
food substances via the • describe the roles of
phloem, transpiration,
b) transport of water from roots • investigate the pathway of
to the leaves via the xylem. water in a cut stem using
Examine cross-sections of root, a suitable stains,
stem and leaf to identify the • identify the locations of
location of xylem and phloem. xylem and phloem,
• describe the functions of
Discuss the roles of xylem and phloem.
transpiration in the transport of
water and minerals.

THEME : MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA : 3. EXCRETION

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
(6) 3.1 Discuss what excretion is. A student is able to:  Observing  CD 1
06/02 Understanding • Explain what excretion is,  Communicating  SPS book
- human Examine models, charts, or view • Identify the excretory
10/02 excretion. computer software to identify organs in humans,
the excretory organs, i.e. skin, • State the excretory
* 06/02/11 lungs, and kidneys. products of each
CUTI TAHUN excretory organ,
BARU CINA Discuss the excretory products • Explain the importance of
of each excretory organ, i.e. excretion.
water, carbon dioxide, minerals,
salt and urea.

Discuss the importance of

excretion.

(7) 3.2 Examine models, charts or view A student is able to:  Observing  CD 1
13/02- Analysing the computer software of the urinary • identify the locations of  Communicating  SPS book
17/02 urinary system system to identify the locations kidneys and other parts of
in human of kidneys, ureters, urinary the urinary system,
* 15/02/11 : bladder and urethra. • describe the shape of the
HARI kidney,
KEPUTERAAN Collect and interpret data on the • identify the structures of
NABI functions of the kidney. the kidney.
MUHAMMAD • describe the functions of
S.A.W. Examine a life specimen of a the kidney,
kidney to: • explain the importance of
a) describe the shape of the maintaining healthy
kidney, kidneys.
b) identify the components of
the kidney, i.e. the cortex,
medulla and pelvis.

Discuss the following:

a) the importance of the
kidneys,
b) living with kidney failure

3.3 Collect and interprete data on A student is able to:  Communicating  CD 1

Analysing the following:
excretion in a) the ways plants eliminate
plants. their excretory products,
b) the excretory products of
plants, i.e. carbon dioxide,
• describe the ways plants  SPS book
eliminate their excretory
products,
• identify the excretory
products of plants.

3
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
water, and complex waste
products.

THEME : MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA : 4. REPRODUCTION

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
(8) 4.1 Discuss the following: A student is able to:  Classifying  CD 2
20/02 Understanding a) the importance and types of • state the importance of  SPS book
- sexual and reproduction, reproduction,
24/02 asexual b) the similarities and • state the types of
reproduction. reproduction,
differences between sexual
and asexual reproduction. • state what fertilisation is,
• describe internal and
Using charts, diagrams, videos, external fertilisation,
or computer software to study • compare and contrast
the following: sexual and asexual
a) fertilisation, reproduction,
b) internal and external • classify animals and
fertilisation, plants according to their
c) the various ways of asexual ways of reproduction.
reproduction, ie. binary
fission, budding, spore
formation, vegetative
reproduction and
regeneration.

Discuss and classify animals

and plants according to how
they reproduce.

4.2 Identify the following parts of the A student is able to:  Observing  CD 2
Analysing the male reproductive system with • identify the parts of the  SPS book
male the help of charts, models, male reproductive system,
reproductive videos, or computer software: • describe the function of
system. a) the sexual organs, i.e. the different parts of the
testes, and penis, male reproductive system,
• state the role of sperm in
b) the other related parts i.e. reproduction,
the scrotum, urethra, sperm • describe the changes in
ducts and prostate gland. male during puberty.
Discuss the following :
a) the functions of the different
parts of the male,
reproductive system
b) the role of sperm in
reproduction,
c) the physical, physiological
and emotional changes in
male during puberty.

(9) 4.3 Identify the following part of the A student is able to:  Observing  CD 2
Analysing female reproductive system with • identify the parts of the  SPS book
27/02 the female the help of diagrams, models, female reproductive
- reproductive videos or computer software: system,
03/03 system. a) the sexual organ, i.e. ovaries • describe the function of
and uterus, the different parts of the
b) the other related parts, i.e. female reproductive
the fallopian tube, vagina system,
4
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities
Objectives
and cervix.
Discuss the following :
a) the function of the different
part of the female,
reproductive system
b) the role of an ovum in
reproduction,
c) the physical, physiological
and emotional changes in
female during puberty.
Learning Outcomes Science Process Remarks
Skills
• state the role of an ovum
in reproduction,
• describe the changes in
female during puberty,
• compare and contrast
male and female gametes
in terms of size, numbers
and mobility.

Simulate the differences

between male and female
gametes in terms of size,
numbers and mobility.

(9) 4.4 Discuss the following : A student is able to:  Interpreting  CD 2

Analysing a) menstruation and the • describe the meaning of data  SPS book
27/02 the menstrual menstrual cycle, menstruation,
- cycle. b) the changes in the uterus • describe the menstrual
03/03 wall during menstrual cycle, cycle,
c) the relationship between the • describe the changes in
fertile phase of the the uterus wall during
menstrual cycle and menstrual cycle,
fertilisation, • relate the fertile phase of
d) the importance of personal the menstrual cycle to
hygiene during fertilisation,
menstruation. • explain the important of
personal hygiene during
menstruation.

(10)
06/03
- MID TERM TEST 1
10/03

MID TERM BREAK

11/03/2011-19/03/2011

(11) 4.5 Discuss the following with the A student is able to:  Predicting  CD 2
20/03 Analysing help of diagram, charts, models, • describe fertilisation in  SPS book
- fertilisation videos or computer software: human,
24/03 and a) the location of implantation • identify the location of
pregnancy. implantation of embryo,
of embryo,
• describe the development
b) the development of zygote of a zygote into an
into an embryo and embryo and subsequently
subsequently into a fetus into a foetus until birth.
until birth.

4.6 Organise an exhibition or a A student is able to:  Interpreting  CD 2

Understanding multimedia presentation on
the the following:
importance of a) the importance of taking
pre-natal care.
nutritious food during
pregnancy,
b) the effects of smoking and
the taking of certain
substances such as drugs
and alcohol on the embryo
and foetus.
• relate the importance of data  SPS book
taking nutritious food to  Communicating
the health of both mother  Predicting
and foetus during
pregnancy,
• explain the importance of
avoiding the intake of
substances that are
harmful to the foetus.

4.7 Collect and interpret data A student is able to:  Interpreting  CD 2

Evaluating the on the following: • state the meaning of data  SPS book

5
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
importance a) the meaning of sterility, sterility,  Communicating
of research in b) ways to overcome sterility, • describe ways to  Predicting
human overcome sterility,
i.e. nutrition, hormone
reproduction. • describe the methods
treatment, surgery and in
vitro fertilization (IVF), of birth control,
• present argument
c) birth control, i.e. rhythm against the abuse of
method, the use of condom, birth control and its
contraceptive pills, intra- effects on the
uterine contraceptive device community,
(IUCD), spermicides,
• explain the importance
vasectomy and ligation.
of research on human
reproduction.
Debate on birth control and its
effects on society.

Discuss the importance of

research on human
reproduction.

(13) 4.8 Examine flowers to identify the A student is able to:  Observing
03/04 Analysing the following parts: • identify the different parts  Classifying
 CD 3
- sexual a) petal and sepal, of a flower,  SPS book
 Communicating
07/04 reproduction  Text book :
system of
b) the male part, i.e. the • identify the male and  Manipulative Act 4.16
stamen which consist of the female reproductive parts skills
flowering of a flower, pg 71, Act
filament, anther and pollen 4.17 pg 72
plants. • identify the male and
grains,
female gametes,
c) the female part, i.e. the pistil • describe the functions of
which consists of the stigma, the male and female
style, ovary and ovules. reproductive parts of a
flower in sexual
Use a microscope or hand lens reproduction.
to observe the following:
a) the cross-section and
longitudinal section of an
ovary to identify the ovules,
b) pollen grains.

Discuss the functions of the

following:
a) flowers in reproduction,
b) male reproductive parts of
the flower,
c) female reproductive parts of
the flower.

4.9 Discuss the following with the A student is able to:  Interpreting
Analysing help of models, charts, videos • describe what pollination  Classifying
 CD 3
pollination. or computer software: is,  SPS book
 Inferring
a) pollination, • relate the characteristics  Text book :
b) types of pollination, of flowers to their agents Act 4.19
c) similarities and differences of pollination, pg 76
of self-pollination and cross- • state the types of
pollination, pollination,
d) advantages of cross- • compare and contrast self
pollination, pollination and cross-
e) uses of cross-pollination in pollination,
agriculture. • explain the advantages of
cross-pollination,
Carry out an activity to study the
• explain with the examples
various types of flowers to
the uses of cross-
identify their pollinating agents.
pollination in agriculture.

6
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
(14) 4.10 Use a microscope to observe A student is able to:  Observing
10/04 Understanding the development of pollen tubes • identify the location where
 CD 3
- the in different percentage of fertilisation occurs in
 Communica  SPS book
14/04 development sucrose solution (5% -10%). flower, ting
of fruits and • describe fertilisation in
seeds in Draw annotated diagrams of the plants,
plants. following: • describe the formation of
a) the fertilisations process in fruits and seeds.
plants,
b) the formation of fruits and
seeds.

Discuss the following:

a) the location where
fertilisation occurs in flowers,
b) fertilisation in plants,
c) formation of fruits and
seeds.

(14) 4.11 Dissect a seed longitudinally A student is able to:  Manipulative

10/04 Synthesising and identify its structure • identify the structure of a skills
 CD 3
- the concept of using hand lens or microscope. seed,  SPS book
 Observing
14/04 germination of • explain the functions of  Text book :
 Classifying
seeds. Collect and interpret data on the the different parts of a Act 4.22
 Communicating
following: seed, pg 81, Act
 Experimenting 4.24 pg 83
a) functions of the different • describe the physical  Using space- (PEKA)
parts of a seed , i.e, the changes of seedlings time
embryo (radicle, plumule during germination, relationship
and cotyledons) and testa, • make hypotheses on the
protected by the pericarp condition required for the
(fruit wall), germination of seeds,
b) physical changes of • design an experiment to
seedlings in terms of the study the condition
development of radicle , required for the
plumule and cotyledon. germination of seeds,
• carry out the experiment
Carry out small group
to study the condition
discussions to:
required for the
a) identify the variables related
germination of seeds,
to the germination of seeds,
• draw conclusions on the
b) formulate hypotheses about
condition required for the
the conditions required for
germination of seeds.
the germination of seeds.

Design and carry out

experiments to determine the
conditions required for the
germination of seeds.

(14) 4.12 Carry out a study of the A student is able to:  Communicating
10/04 Application of vegetative reproduction of • explain with examples the  Defining
 CD 3
- vegetative various plants in a nursery to meaning of vegetative  SPS book
operationally
14/04 production in identify the types of reproduction,  Observing
flowering vegetative reproduction. • state the parts of the  Classifying
plants. plants that can reproduce
Discuss what vegetative vegetatively,
reproduction is. • classify flowering plants
according to the parts that
Discuss the application of can reproduce
research carried out in vegetatively,
vegetative reproduction in • describe the application of
agriculture. research carried out in
vegetative reproduction in
agriculture.

7
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

THEME : MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA : 5. GROWTH

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
(15) 5.1 Discuss the following: A student is able to:  Communicating  CD 3
17/04 Analysing the a) characteristics used to • describe what growth is,  Inferring  SPS book
- pattern of measure growth rate such • identify the characteristics  Defining
21/04 human as height and weight, used to measure growth operationally
growth. b) meaning of growth, rate,  Observing
c) growth pattern in male and • analyse the growth curve  Classifying
female, for male and female,  Interpreting
d) effects of nutrition on the • compare and contrast data
development of physical and between the growth rate
mental well being of in male and female,
children. • describe the effects of
nutrition on the growth in
Carry out activities to interpret children.
the growth curve for male and
female from infancy to
adulthood.

THEME : MATTER IN NATURE

LEARNING AREA : 6. LAND AND ITS RESOURCES

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
(16) 6.1 Discuss what a mineral is A student is able to:  Communicating
24/04 Analysing the • describe what a mineral  Observing
 CD 4
- various Collect and interpret data on the is,  SPS book
 Classifying
28/04 minerals various types of minerals that • explain through examples  Interpreting  Text
found in the exist in the Earth crust: that minerals exist in the data book: Act
Earth crust. a) natural elements i.e gold form of natural elements 6.2 pg 104
and silver, or natural compounds,
b) natural compounds i.e • identify the elements in
oxides, carbonates, natural compounds,
sulphides and silicates. • describe the properties of
minerals,
Discuss and identify the • write equations in words
elements in a few natural to show the effect of heat
compounds. on the minerals.
Carry out activities to study the
following :
a) hardness of minerals,
b) solubility of minerals in
water,

8
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
c) the effect of heat on some
metal carbonates, oxides
and sulphides.

6.2 Brainstorm and discuss the A student is able to:  Communicating

Understandi following: • state examples of metal  Classifying
 CD 4
ng the  SPS book
a) examples of metals, and non-metals,  Defining
reactions
b) examples of non-metals, • describe the reactions, operationally  Text
between between metals and non- book: Act
metals and metals, 6.4 pg 106,
Carry out activities to study the
non-metals. • write equations in words Act 6.5 pg
reaction of some metals, i.e
magnesium, aluminium, zinc for the reaction between 107
and iron with the following non- metals and non-metals,
metals: • state that metals react
a) oxygen with non-metals at
b) sulphur different rate.

(16) 6.3 Collect and interpret data on A student is able to:  Classifying
24/04 Understanding silicon compounds that exist in • state the different forms of  Observing
 CD 4
- silicon the form of silica and silicate. silicon compounds,  SPS book
 Interpreting
28/04 compounds. • state examples of silica, data  Text
Carry out activities to study the • state examples of silicate,  Defining book: Act
properties of silica and silicate • relate the properties of operationally 6.6 pg 109
as follows: silicon compounds to their  Communicating
a) solubility in water, stability,  Predicting
b) reaction with hydrochloric • explain through examples
acid, the uses of silicon
c) effects of heat. compounds in our daily
life.
Visit factories to learn about the
process of making glass,
ceramic, electronic chips and
fiber optics.

Discuss the uses of silicon

compounds in our daily life.

(17) 6.4 Collect and interpret data on A student is able to:  Communicating
01/05 Analysing calcium carbonate. • state the elements in  Defining
 CD 4
- calcium calcium carbonate,  SPS book
operationally
05/05 compounds. Carry out activities to study the • identify the various forms  Interpreting  Text
following: of calcium carbonate, data book: Act
* 01/05/11 a) the properties of calcium • describe the properties of 6.8 pg 111,
CUTI HARI carbonate in terms of its calcium carbonate, Act 6.9 pg
PEKERJA reaction with acid, solubility • write equations in words 112
in water, and the effects of for the reactions of
heat, calcium carbonate,
b) the formation of calcium • describe the formation of
oxide (quicklime) and calcium oxide and calcium
calcium hydroxide (slaked hydroxide
lime),
• relate the properties of
calcium compounds to
Discuss the following:
their uses.
a) uses of calcium compounds,
i.e. calcium carbonate,
calcium oxide and calcium
hydroxide,
b) properties of calcium
compounds with reference
9
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
to their uses.

(18) 6.5 Access websites or visit A student is able to:  Making

08/05 Analysing PETROSAINS, National • list the natural fuel hypothesis
 CD 4
- natural fuel Science Centre or an oil refinery resources,  SPS book
 Communicating
12/05 resources and to collect information on the • explain the formation of  Experimenting  Text
their formation of natural fuel natural fuel resources,  Classifying book: Act
importance. resources found in Malaysia. • describe the fractional 6.12 pg
distillation of petroleum, 116
Carry out an activity to study • describe the
fractional distillation of characteristics of the
petroleum. various fractions from the
fractional distillation of
Discuss the following: petroleum,
a) characteristics and uses of • describe the uses of the
the various fractions of various fractions of
petroleum, petroleum,
b) contributions of petroleum • explain the contributions
of petroleum and natural
and natural gas industry to
gas industry to the
the economic development
economic development of
of our country,
our country,
c) efficient ways of using • generate ideas on how to
petroleum and other natural use natural fuel resources
fuel resources. efficiently.

(19)
15/05-
19/05 MID YEAR EXAMINATION
(17 Mei-
Cuti Hari
Wesak)
(20)
22/05 MID YEAR EXAMINATION
26/05

27/05-
MID TERM HOLIDAYS
11/06

THEME : ENERGY IN LIFE

LEARNING AREA : 7. ELECTRICITY

10
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
(21) 7.1 Carry out the following activities: A student is able to:  Observing
 CD 5
12/06 Understanding a) producing static electrical • describe what  Communicating
 SPS book
electrostatics. electrostatics is,  Defining
- charges in materials through
16/06 friction, • state the types of static operationally  Text
electrical charges, book: Act
b) detecting static electrical • state the properties of 7.1 pg 123,
charges using an static electrical charges, Act 7.2 pg
electroscope, • describe how static 124
c) observing what happens electrical charges can be
when two objects with the produced in some
same or opposite charges materials,
are brought near to each • describe ways to detect
other and making static electrical charges,
conclusions about static • explain everyday
electrical charges. phenomena caused by
static electrical charges,
Discuss the following: • state the safety measures
a) what electrostatics is, to be taken when dealing
with static electricity.
b) types of static electrical
charges,
c) properties of static electrical
charges,
d) examples of material that
are easily charged, i.e.
acetate and polythene
e) everyday phenomena
related to static electrical
charges, e.g. lightning,
f) safety measures to be taken
when dealing with electrical
charges, e.g. the use of
lightning conductor.

7.2 Collect and interpret data on the A student is able to:  Observing
Understanding sources of electrical energy • give examples of sources  Communicating
 CD 5
electricity. used in everyday life. of electrical energy used  SPS book
 Defining
in everyday life, operationally  Text
Carry out an activity to observe • state what electricity is,  Inferring book: Act
the flow of electric current using • state what voltage is, 7.4 pg 127
a Van de Graff generator and a • state what resistance is,
galvanometer. • describe the directions of
current and electron flow
Discuss the following: in an electric circuit.
a) electricity,
b) current,
c) voltage,
d) resistance,
e) directions of current and
electron flow in an electric
circuit.

11
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
7.3 Collect information and carry out A student is able to:  Classifying
Applying the a multimedia presentation on • identify the instrument for  Observing
 CD 5
understanding the discovery of the unit for: measuring current,  SPS book
 Communicating
of measuring a) current, i.e. ampere, • identify the instrument for  Defining  Text
electricity. b) voltage, i.e. volt, measuring current, operationally book: Act
c) resistance, i.e. ohm, • state the unit for current. 7.6 pg 128,
• state the unit for voltage. Act 7.7 pg
Examine the instruments and • state the unit for 129
discuss its use for measuring: resistance,
a) current,
• measure current in an
b) voltage,
electric circuit,
• measure voltage in an
Assemble an electric circuit and
electric circuit,
measure its current and voltage.

(22) 7.4 Design and carry out an A student is able to:  Observing
 CD 5
19/06 Synthesising experiment to study the • design an experiment to  Communicating
 SPS book
the following : study the relationship  Defining
-
23/06
relationship a) effects of the change in between resistance and operationally  Text
between resistance on current, current,  Inferring book: Act
current, b) effects of the change in • carry out the experiment  Measuring and 7.8 pg 131,
voltage and voltage on current, to study the relationship using numbers Act 7.9 pg
resistance. between resistance and 131, Act
 Interpreting
Discuss the following: current, 7.10 pg
data
a) relationship between • describe the effects of the 132
 Controlling
voltage, current and change in resistance on variables
resistance, current,
b) Ohm’s Law.  Hypothesising
• design an experiment to  Experimenting
study the relationship
between voltage and
current,
• carry out the experiment
to study the relationship
between voltage and
current,
• describe the effect of the
change in voltage on
current,
• state Ohm’s Law.

7.5 Match the components found in A student is able to:  Observing

Synthesising an electric circuit to their • identify the components of  Communicating
 CD 5
the concept of symbols. an electric circuit and their  SPS book
 Defining
parallel and symbols, operationally  Text
series circuit. Draw the following circuit • draw a diagram of a book: Act
diagrams and assemble the complete circuit, 7.12 pg
circuits: • build a complete electric 134
a) a complete circuit, circuit,
b) a series circuit, • build a series circuit,
c) a parallel circuit. • build a parallel circuit,
• compare and contrast the
Discuss the similarities and
arrangement of
differences between a
components in a series
series circuit and a parallel
circuit and a parallel
circuit with the help of
circuit.
illustrations.

12
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
(22) 7.6 Carry out activities to study the A student is able to:  Observing
 CD 5
19/06 Analysing current, voltage and • describe the current  Communicating
 SPS book
current, resistance in a series circuit. flowing through the  Defining
-
23/06
voltage components in a series operationally  Text
and resistance Discuss the advantage and circuit,  Inferring book: Act
in a series disadvantage of a series circuit • describe the voltages 7.13 pg
circuit. across the components in 135
a series circuit,
• describe the resistance in
a series circuit,
• explain the advantage
and the disadvantage of a
series circuit.

7.7 Carry out activities to study the A student is able to:  Observing
Analysing current, voltage and resistance • describe the current  Communicating
 CD 5
current, in a parallel circuit. flowing through the  SPS book
 Defining
voltage components in a parallel operationally  Text
and resistance Discuss the following: circuit,  Inferring book: Act
in a parallel a) advantage and • describe the voltages 7.15 pg
circuit. disadvantage of a parallel across the components in 139, Act
circuit, a parallel circuit, 7.16 pg
b) similarities and differences • describe the resistance in 141
between series and parallel a parallel circuit,
circuits in terms of current, • explain the advantage
voltage and resistance. and the disadvantage of a
parallel circuit,
• compare and contrast a
series circuit and a
parallel circuit in terms of
current, voltage and
resistance.

(23) 7.8 Carry out the following activities: A student is able to:  Observing
 CD 5
26/06- Understanding a) use iron fillings to study the • describe what a magnetic  Communicating
 SPS book
magnetism. magnetic field of a bar field is,  Defining
30/06
(30 Jun-
magnet, • draw the magnetic field of operationally  Text
b) use compass to plot the a bar magnet,  Inferring book: Act
Cuti Israk & directions of the magnetic • draw the directions of the 7.17 pg
Mikraj) field. magnetic field, 144
• relate magnetic field lines
Discuss the following: and strength of magnetic
a) magnetic field, field,
b) relationship between • explain the use of a
magnetic field lines and magnetic in a compass.
strength of magnetic field.

Study and discuss the use of a

magnet in a compass.

7.9 Carry out an activity to study the A student is able to:  Observing
Understanding magnetic field produced by a • relate the current flow  Communicating
 CD 5
electro- straight wire carrying electric through a conductor with  SPS book
magnetism. current. magnetism,  Text
• describe what an book: Act
a) Discuss the meaning of electromagnet is. 7.18 pg
electromagnetism 145
b) electromagnet.

THEME : ENERGY IN LIFE

LEARNING AREA : 8. GENERATION OF ELECTRICITY

13
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
(24) 8.1 Explore websites or visit a A student is able to:  Observing
 CD 6
03/07- Understanding power station to collect and • list the various types of  Communicating
 SPS book
the generation interpret data on the following: generators,  Classifying
07/07 of electrical a) various types of generators, • describe the generation of  Inferring
energy. electrical energy in
i.e. thermal, hydroelectric,
diesel, nuclear and gas various types of power
turbine, stations,
• compare and contrast the
b) generation of electrical generation of electrical
energy in various types of energy in various types of
power stations, power stations,
c) alternative sources of • give examples of
energy, e.g. solar energy alternative sources of
and biomass. energy.

Discuss the similarities and

differences in the generation of
electrical energy in various
types of power stations.

Carry out an activity on the

utilization of solar energy using
devices such as solar box or
solar cell (photovoltaic cell).

8.2 Build a simple transformer and A student is able to:  Observing

Understanding study its physical structure. • describe transformer,  Communicating
 CD 6
transformer.  SPS book
• describe how a  Classifying
Carry out an activity to show the transformer works,  Defining  Text
function of the simple • compare and contrast a operationally book: Act
transformer. step-up transformer and a 8.4 pg 105,
step-down transformer, Act 8.6 pg
Collect and interpret data on the • describe the roles of 156
working principle of a step-up transformer in the
transformer and step-down transmission and
transformer. distribution of electricity.
Discuss step-up and step-down
transformer in terms of:
a) similarities and differences,
b) their uses in the
transmission and distribution
of electricity.

8.3 Observe a model or a chart and A student is able to:  Observing

Analysing the discuss the electrical • arrange in order the  Communicating
 CD 6
electricity transmission and distribution components in the  SPS book
 Defining
transmission system which includes electricity transmission operationally  Text
and the National Grid Network, and distribution system, book: Act
distribution transformer stations, switch • describe the functions of 8.7 pg 157
system. zone, main sub-station and its the components in the
branches. electricity transmission
and distribution system,
Collect and interpret data on the • describe how electricity is
National Grid Network in transmitted and
Malaysia. distributed from power
stations to consumers.

14
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
(25) 8.4 Collect and interpret data on A student is able to:  Observing
 CD 6
10/07 Understanding electrical energy supply at • state the value of the  Communicating
 SPS book
the electrical home. main voltage,  Interpreting
-
14/07
supply and • state the types of current, data  Text
wiring system Study and discuss the following: • identify the type of electric book: Act
at home. a) electrical wiring system at current supplied to 8.9 pg 159,
home including fuse box, homes, Act 8.10
mains switch, circuit • state the types of pg 160,
breaker, live wire, neutral electrical wiring, Act 8. 8.11
wire, earth wire and electric • identify the parts in an pg 162
meter, electrical wiring system,
b) international colour code. • describe the functions of
the parts of an electrical
Carry out an activity to: wiring system,
a) study the structure and • describe the wiring in a 3-
design of a 3-pin plug, pin plug.
b) complete the wiring of a 3-
pin plug.

8.5 Examine various home A student is able to:  Observing

Analysing the appliances to collect and • state the power and  Communicating
 CD 6
cost of interpret data on the power, voltage rating of home  SPS book
 Interpreting
electrical voltage and current ratings, electrical appliances. data  Text
energy usage. • calculate the amount of book: Act
Calculate the amount of current current flowing through an 8.12 pg
flowing through home electrical electrical appliances, 163
appliances. • recall the relationship
between electrical energy
Discuss the relationship usage, power and time,
between electrical energy • solve problem by
usage, power and time. calculating the cost of
electricity used.
Carry out a home electrical
energy usage audit to determine
the cost of electrical energy use
per month.
8.6 Discuss the following: A student is able to:  Communicating
Understanding a) types of fuses, • identify the types of fuses,  Interpreting
 CD 6
the functions b) ratings of fuses,  SPS book
• state the ratings of fuses, data
of fuse and c) function of fuse in electrical • describe the function of  Inferring  Text
earth wire. wiring system, fuse in electrical wiring book: Act
d) the role of earth wire in system, 8.15 pg
electrical wiring system. • determine the suitable 168
rating of a fuse for an
Carry out an activity to study the electrical appliance,
occurrence of a short circuit. • describe the role of earth
wire in electrical wiring
Carry out activities to determine system.
the suitable ratings of fuses for
different electrical appliances.

8.7 Collect and interpret data on the A student is able to:  Communicating
Evaluating the following: • state the safety  Interpreting
 CD 6
importance a) causes of electrical measures when using  SPS book
data
of safety accidents, electricity,  Inferring
precaution in b) steps to be taken if electrical • describe the steps to be
the use of accidents occur, taken when accidents
electricity. c) safety features at home to involving electricity occur,
prevent electrical accidents. • justify the need for having
safety precautions and
Discuss the need to take safety safety features at home to
precautions when using prevent electrical
electricity. accidents.

15
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
8.8 Collect and interpret data about A student is able to:  Communicating
Evaluating the activities that cause electricity • identify the activities that  Interpreting
 CD 6
importance wastage. cause electricity wastage,  SPS book
data
of conserving • describe ways to  Predicting
electricity. Discuss the ways to conserve conserve electricity,
electricity. • justify the needs for
conserving electricity,
Carry out a project on energy • predict problems our
efficiency. country would face if there
was a shortage of
Discuss and justify the needs for electricity.
conserving electricity.

Brainstorm the problems faced

by the country if there was a
shortage of electricity.

THEME : ASTRONOMY AND SPACE EXPLORATION

LEARNING AREA : 9. STARS AND GALAXIES

Week No. Learning Suggested Learning Learning Outcomes Science Process Skills Remarks
Objectives Activities
(26) 9.1 Collect and interpret data on A student is able to:  Observing
 CD 7
17/07 Analysing the the following: • describe the  Classifying
 SPS book
Sun. a) characteristics of the Sun characteristics of the  Communicating
-
21/07
i.e. size, mass, density sun,  Predicting  Text
relative to the Earth and • identify the structures of  Inferring book: Act
surface temperature, the Sun, 9.1 pg 181
b) structures of the Sun i.e. • identify the phenomena
the corona, chromospheres occurring on the surface
and photosphere, of the Sun.
c) phenomena occurring at • explain the effects of the
the surface of the Sun i.e. phenomena on the
prominences, flares and surface of the Sun on the
sunspots. Earth,
d) Effects of the phenomena • state how energy is
on the surface of the Sun generated by the Sun.
on Earth,
e) Generation of energy by
the Sun.

16
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

THEME : ASTRONOMY AND SPACE EXPLORATION

LEARNING AREA : 9. STARS AND GALAXIES

(27) 9.2 Discuss the following: A student is able to:  Communicating

24/07 Understanding a) the definition of a star,
the stars and b) the Sun as a star.
-
28/07
the galaxies in
the Universe. Visit the National Planetarium
or National Science Centre to
collect and interpret data on
the following:
a) bright stars such as the
Sirius and Rigel,
b) the Sun as a star,
c) various types of stars
based on temperature, size
and brightness,
d) formation of stars,
e) death of stars leaving
behind the white dwarf,
neutron star and the black
hole,
f) types of galaxies i.e.
elliptical, spiral and
irregular,
g) the Milky Way,
h) the Universe
Take part in star watch gazing
activities.
View computer software or
videos to gather information
about the topics in this learning
area.
(27) 9.3 Write a poem or haiku about
24/07 Thankful for the uniqueness, orderliness,
the existence beauty and harmony of the
-  Communicating
of the Universe as a sign of the glory
28/07
Universe as a of God.
gift from God.
Discuss the following:
a) the expanse of the
universe,
b) all that exists in the
Universe is not permanent,
c) the importance of the Sun
and the Moon to life on
Earth.
 CD 7
• define what a star is,  Inferring
 SPS book
• identify the Sun as a  Observing
star,  Classifying  Text
• identify the bright stars in book: Act
the sky, 9.3 pg 188
• compare and contrast
the stars based on
certain characteristics,
• describe the formation of
stars,
• describe the death of
stars,
• state the types of
galaxies,
• describe the Milky Way,
• describe the Universe,
• state the position of the
solar system in the
Universe.
A student is able to:  Observing
• appreciate the uniqueness,  CD 7
 Inferring
 SPS book
orderliness, beauty and
harmony in the Universe as
a sign of the glory of God,  Interpreting data
• describe the expanse of the
Universe compared to Earth,
• state that all that exists in
the Universe is not
permanent,
• explain the importance of the
Sun and the Moon to life on
Earth.

THEME : ASTRONOMY AND SPACE EXPLORATION

LEARNING AREA : 10. SPACE EXPLORATION

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
(28) 10.1 Surf the internet, visit the A student is able to:  Observing
 CD 7
31/07- Understanding Planetarium or National Science • describe the  Inferring
 SPS book
developments Centre to collect and interpret developments in the  Communicating
04/08
(1 Ogos-
in the field of data on the following: field of astronomy,  Making  Text
astronomy a) developments in the field of • describe the inference book: Act
Cuti Awal and space astronomy, developments in space 10.2 pg
Ramadhan) exploration. b) applications of technology exploration, 195, Act
related to space exploration • explain with examples 103 pg 196
and astronomy, e.g. remote the applications of
sensing, technology related to
space exploration and
c) developments in space astronomy,
17
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills
exploration, e.g. launching of • justify the need to
rockets, satellites, probes as continue space
well as man’s landing on the exploration.
Moon.

Debate on the need to continue

space exploration.

Carry out a multimedia

presentation on the
developments in the field of
astronomy and space
exploration.

(29)
07/08
-
11/08
(30) REVISION
14/08-
18/08

(31)
PMR TRIAL EXAMINATION

26/08- MID TERM BREAK 2

03/09 Cuti Hari Kebangsaan /Cuti Hari Raya Puasa
(32)
04/09- REVISION
08/09
(33)
11/09
-
15/09
(34)
18/09- REVISION
22/09
(18 Sept-
Cuti Hari
Pertubuhan
Malaysia)
(35)
25/09-
29/09

(36) REVISION
02/10-
06/10

18
 ANNUAL LESSON PLAN
SCIENCE
FORM 3 / 2011

Week No. Learning Suggested Learning Activities Learning Outcomes Science Process Remarks
Objectives Skills

09/10
PMR EXAMINATION
-
13/10

(38)
16/10
-
20/10
(39)
23/10-
27/10
(26/10/11) AKTIVITI SELEPAS PMR
*CUTI HARI
DEEPAVALI
(40)
30/10-
03/11
(41)
06/11-
10/11
(06 &07
Nov-
*: CUTI HARI
RAYA QURBAN

(42)
13/11-
17/11

YEAR END HOLIDAYS

19