W e e k / D a t e 1

Lea rnin g Are a

Topi c

Learning objectives

Activities

Notes

Vocabul aries

THEME: 1. INTRODUCING SCIENCE

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Introd ucing the conte nt of Scien ce Curri culu m for Form 1

A student is able to view the content of science curriculum for form 1 and can prepare for next class

Descibe the content of science curriculum for form 1 Students are ask to prepare 1. 1 note book 2. 1 exercise book 3. 1 vocabulary book For science subject

I N T R O D U C

1.1 Unde rstand ing that scien ce is part of every day life.

A student is able to: 1. List what he sees around him that is related to science. .2.Explain the importance of science in everyday life. 3. Name some careers in science such as: a) Science teachers. b) Doctors. c) Engineers.

1. Describe examples of natural phenomena that students see around them: a) Growth of human from a baby to an adult. b) Fall of a ball to the ground. c) Melting of ice. 2. Discuss the uses and benefits of science in everyday life. 3. Attend talks on careers in science.

During the learning activities, bring out the science concept Science procees skills: Observing Thingking skills: attributing Scientific attitudes and noble values: 1. Having an interes and curiosity towards the environmen t 2. Realising that science is a means to undersatand nature 3. Being thankful to god There should be a guided discussion for steps (a) to (c) before students carry out the experiment. Scientific

benefit faedah career kerjaya discuss bincangk an educator pendidik importan ce kepentin gan professio nal 1rofessio nal related berkaita n role play main peranan talks ceramah natural phenom ena fenomen a alam affect mempen garuhi determin e menentu kan hypothes is hipotesis identify

1.2 Unde rstand ing the steps in scien tific inves

A student is able to: 1.State the steps in scientific investigation/ experiment. 2. Carry out is scientific investigation.

1.Carry out a scientific investigation/experiment, e.g. To find out what affect the number of times the pendulum swings back and forth (oscillations) during the given time The student will be: a) Determining what I want to find out (identifying the

THEME: 2. MAN AND THE VARIETY OF LIVING THINGS

Week /Date 12

Learning Area

Topic 2.1 Understanding cell

Learning objectives A student is able to: 1.identify that cell is the basic unit of living things, 2. prepare slides following the proper procedure, 3 use a microscope properly, 4. identify the general structures of animal cells and plant cells, 5. draw the general structure of an animal cell and a plant cell, 6 label the general structure of an animal cell and a plant cell, 7.state the function of each cell structure, 8 state the similarities and differences between an animal cell and a plant cell.

Activities 1. Gather information on living organisms and identify the smallest living unit that makes up the organism. 2. Prepare slides of cheek cells and onion cells. 3. Study the general structure of cheek cells and onion cells under a microscope using the correct procedure. 4. Draw and label the different structures of an animal cell and a plant cell. 5. Compare an animal cell to a plant cell. 6.Gather information on cell structures and discuss their functions.

Notes General structure of a cell may include cell wall, cell membrane, protoplasm (cytoplasm and nucleus), chloroplast and vacuole. The usage and handling of a microscope is ntroduced in this learning area. Remind pupils of the safety precautions to be taken when preparing samples of cheek cells.

Vocabularies animal cell sel haiwan cell wall dinding sel cheek cells sel pipi chloroplast kloroplas cytoplasm sitoplasma handling mengendali general umum microscope mikroskop nucleus nukleus onion bawang plant cell sel tumbuhan precaution langkah keselamatan prepare sediakan protoplasm protoplasma remind ingatkan sample sampel slide slaid structure struktur vacuole vakuol multicellular organism organisma multisel unicellular organism organisma satu sel microorganism mikroorganisma

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C E E L A S T H E

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2.2 Understanding unicellular and multicellular organism

A student is able to: 1.state the meaning of unicellular organism and multicellular organism, 2 give examples of unicellular organism and multicellular organism.

1.Gather information about unicellular organisms and multi cellular organisms. 2.Provide students with picture cells, name cards, unicellular and multi cellular cards. 3. Students use reference materials and/or information to match the three cards for each organism. 4. Observe examples of unicellular organism and multi cellular organism under a microscope

Use prepared slides or fresh specimens. I ntroduce the term microorganisms.

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2.3

U N I T

Understandi ng that cells form tissues, organs and systems in the human body.

A student is able to: 1. Name the different types of human cells. 2. State the function of different types of human cells. 3.Arrange sequentially cell organization from simple to complex using the terms cell, tissue, organ, system and organism.

Gather information and discuss the following: a) types of human cells b) functions of different types of human cells Use a graphic organizer (e.g.: ladder of hierarchy) to show the organization of cells: Cell tissue organ system organism

Arrange sequentially susun mengikut urutan Cell sel Function fungsi Human being manusia Ladder tangga Organ organ Organization of cells organisasi sel System sistem Simple mudah Tissues tisu

THEME: 3. MATTER IN NATURE

Week /Date 16

Learning Area

Topic

Learning objectives

Activities

Notes

Vocabularies

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M A T T E R

3.1 Understanding that matter has mass and occupies space.

A student is able to: 1.State that thing has mass and occupy space . 2. Explain what matter is, and to Relate things and matter. 3. Carry out activities to show that air,water, soil and living things have mass and occupy space.

1.Through activities, show that thing such as book, air, water, soil and living thing have mass and occupy space. 2.Discuss what matter is. 3.List examples of matter.

Air udara Living things benda hidup Mass jisim Matter jirim Occupies memenuhi Water air Soil tanih

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3.2 Understanding the three state of matter

A student is able to: 1. State the matter is made up of particles. 2. State the three state of matter. 3. State the arrangement of particles three state of matter. 4. State the differences in the movement particles in the state of matter.

1.Gather information and discuss: a) what matter is made up of b) What the three state of matter are. Compare the three states of matter in term of: a) The arrangement of particles. b) The movement of particles. 2.Simulate the arrangement and movement of particles in the three states of matter.

Particle zarah Simulate membuat simulasi Arrangement susunan Movement gerakan State of matter keadaan jirim

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3.3 Appreciatin g the use of properties of matter in every day life.

A student is able to: 1. Describe how man uses the different state of matter. 2 Describe how man applies the concept of density. 3 Carry out an activity to explore the applications of the concept of floating and sinking related to density.

1.Gather information and discuss: a) Man uses his knowledge of different state of matter to store and transport gases and liquid. b) Man uses the concept of density in making rafts, floats etc. 2.Carry out an activity to explore the applications of the concept of floating and sinking related to density.

Application aplikasi Appreciating menghargai Applies mengaplikasi Built bina Floats pelampung Gases gas Properties sifat Raft rakit Store - menyimpan

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REVISION FIRST TERM EXAMINATION

Week /Date 21

Learning Area

Topic

Learning objectives

Activities

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Vocabularies

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TH E V A R I E T Y R E S O U R C E

4.1 Knowing the different resources on earth.

4.2 Understanding elements, compounds and mixtures

A student is able to: 1. list the resources on earth needed to sustain life, 2. List the resources on earth used to everyday life.
A student is able to: 1. state that elements, compounds and mixture are, 2. give examples of elements, Compounds and mixture, 3. state the differences between elements, compounds and mixture

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

life kehidupan knowing mengetahui Resources sumber to sustain life menyokong kesinambungan kehidupan
appearance rupa characteristic ciri classify mengelaskan compound - sebatian components komponen conductivity kekonduksian electricity elektrik element unsur harness kekerasan heat haba mixture campuran separate mengasingkan understanding memahami

1. Gather information and discuss a) what elements, compounds and mixture are, b) what metals and non-metals are, c) examples of elements, compounds and mixture, metals and non-metals, 2. Compare and contrast the properties of elements, compounds and mixture.

A student is able to: 1.carry out activities to compare the properties of different metal and nonmetals, 2. classify elements as metals and Non metals based on their characteristics, 3.Give examples of metals and non-metals. 4 Carry out activities to separate The component of a mixture.

1.Carry out activities to compare the properties of metals and nonmetals in terms of appearance, hardness, conductivity of heat and conductivity of electricity. 2.Carry out activities to separate the component of mixture e.g.: a) mixture of iron things and sulphur powder, b) mixture of sand and salt

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4.3 Appreciatin g the importance of the variety of earths resources to man.

A student is able to: 1. explain the importance of Variety earth resources to man, 2 state the meaning of the Preservation and conservation of resources 3. state the importance of the Preservation and conservation of resources 4. practice reusing and cycling of e.g, using old unfinished exercise as note books and

1.Discuss the importance of earths resources (water, air, soil, mineral, fossil fuels and living things) to man. 2.Draw a concept map to show the relationship between these resources to the basic needs of life. 3.Gather information on the preservation and conservation of resources on earth. 4.Discuss the importance of the preservation and conservation of resources on earth (e.g.: recycling of paper will help reduce the cutting of trees, conserving clean water

Week /Date 24

Learning Area

Topic

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Notes

Vocabularies

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TH E AIR A R O U N D

5.1 Understa nding what air is made up of (the compositi on of air).

A student is able to: 1. state what air is made up of, 2. explain why air is a mixture, 3. state the average percentage of nitrogen, oxygen and carbon dioxide in air,

1. Gather information on: a) the composition of air, b) the percentage of nitrogen, oxygen and carbon dioxide in air.

Air is a mixture of nitrogen, oxygen, carbon dioxide, inert gases, water vapour, microorganism and dust.

carbon dioxide karbon dioksida composition komposisi dust habuk microorganism mikroorganisma nitrogen nitrogen oxygen oksigen inert gas gas nadir water vapour wap air

1. carry out activities to show: a) the percentage of oxygen in air, b) that air contains water vapour, microorganism and dust. 5.2 Understa nding the propertie s of oxygen and carbon dioxide. A student is able to: 1. List the properties of oxygen and carbon dioxide.

1. Carry out activities to show: a) the percentage of oxygen in air, b) that air contains water vapour, microorganism and dust 1. Gather information on the properties of oxygen and carbon dioxide.

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A student is able to: 1. identify oxygen and carbon Dioxide based on its properties, 2. Choose a suitable test for oxygen and carbon dioxide.

1. Carry out activities to show the properties of oxygen and carbon dioxide in the following aspects: a) solubility in water, b) reaction with sodium hydroxide, c) the effect on: Glowing and burning wooden splinter, litmus paper, limewater, bicarbonate indicator. 1. Gather information and discuss respiration: 2. Carry out an experiment to show that during respiration, living things (a) use oxygen, (b) Give out carbon dioxide.

lime water air kapur glowing berbara indicator penunjuk reaction tindak balas solubility keterlarutan wooden splinter kayu uji carbon dioxide karbon dioksida energy tenaga exhaled air udara hembusan inhaled udara sedutan oxygen oksigen role peranan rate of respiration kadar respirasi water vapour wap air yeast - yis

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US

5.3 Understa nding oxygen is needed in respiratio n

A student is able: 1. state that energy, carbon dioxide and water vapor are the products ofrespiration, 2. relate that living things use oxygen and give out carbon dioxide during respiration, 3. Compare and contrast the content of oxygen in inhaled and exhaled air in humans

A student is able: 1. State that oxygen is needed For respiration,

THEME: 4. ENERGY

Week /Date 28

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Topic

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Vocabularies

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S O U R C E S OF E N E R G Y

6.1 Understa nding various forms and sources of energy.

A student is able to: 1. list the various forms of energy, 2. list the various sources of energy, 3. identify energy changes, 4. identify the sun as primary source of energy, 5. carry out an activity from potential to kinetic energy and vice versa.

1. Gather information about the various forms and sources of energy and energy changes. 2. Discuss the sun and the primary source of energy. 3.Carry out activity to see the energy change a) from potential to kinetic energy for example a ball rolling down an inclined slope, b) from kinetic energy to potential energy for example the winding of a coil in a toy car

coil - spring energy changes perubahan bentuk tenaga form bentuk inclines slope satah condong kinetic energy tenaga kinetik potential energy tenaga keupayaan primary source sumber utama various pelbagai vice versa sebaliknya Project includes of making scrapbooks, models and posters. efficient cekap conserve memelihara non-renewable tidak boleh diperbaharui renewable boleh diperbaharui solar energy tenaga suria.

6.2 Understa nding renewabl e and nonrenewabl e energy.

A student is able to: 1. define renewable and nonRenewable sources of energy, 2. proup the various sources of energy into renewable and non-renewable, 3. explain why we need to conserve energy, 4. suggest ways to use energy efficiently

1. Gather information and discuss the meaning of renewable and non-renewable energy sources: 2.Carry out a project on: a) renewable and non renewable energy sources, b) the uses of solar energy, c) the ways to increase efficient use of energy

6.3 Realizing the importan ce of conservin g energy sources.

A student is able to: 1. describe the importance of Conserving energy sources, 2.explain the use and management of energy sources.

1. Discuss the importance of conserving energy sources. 2.Discuss the use and management of energy sources. REVISION EXAMINATION (PPP2) CORRECTION

Discussion can be in the form of forums , brainstorming etc.

management pengurusan

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Week /Date 32

Learning Area

Topic

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Vocabularies

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H E A T

7.1 Understa nding heat as a form of energy.

A student is able to: 1. state that the sun give out heat, 2.state other sources of heat, 3.state that heat is a form of energy, 4. give examples of the uses of heat, A student is able to: 1. state the meaning of temperature, 2. state the difference between heat and temperature

1. Carry out activities to show: a) the sun give out heat, b) ways to produce heat, c) heat and temperature are not the same (Ask student to predict and observe how the temperatures change, e.g. when they mix volumes of hot and cold water).

daily life kehidupan harian difference perbezaan examples contoh gives out mengeluarkan heat haba meaning maksud temperature suhu

1. Discuss: a) that heat is a form of energy, b) the uses of heat in our daily life, c) what temperature is d) the difference between temperature and heat

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7.2 Understa nding heat flow and its effect.

A student is able to: 1. state that causes solids, liquids and gases to expand and Contract 2. State that heat flows in three Different ways (conduction, convection and radiation). 3 State that heat flows from hot to cold,

1. Carry out activities to know that heat causes solids, liquids and gases to expand and contract.(ball and ring, mercury in thermometer and air in round-boomed flask) 2. Carry out activities to show how heat flows by conduction and radiation.

Explain the effect of heating and cooling on the volumes of solids, liquids and gases.

conduction konduksi contract menegcut convection perolakan expand mengembang flow mengalir gas gas insulator penebat land breeze bayu darat liquid cecair natural phenomena fenomena alam radiation sinaran sea breeze bayu laut solid pepejal

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A student t is able to: 1.give examples of heat flow in natural phenomena, 2. state what is heat conductor is, 3. state what is heat insulator is, 4.list uses of heat conductors and heat insulators in daily life, 5. carry out an experiment to investigate different materials as heat insulator

Carry out group activities to discuss: a) natural phenomena such as land breeze, sea breeze and the warming of earth by the sun, b) how building can kept cool, c) what is heat conductor is, d) what is heat insulator is, e) the uses of heat conductors and heat insulators in daily life

2. Carry out an experiment to investigate

different materials as heat insulators.